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Title: Augsburg Now Spring-Summer 2004
Collection: Alumni Magazine Collection
Search Result: A P U B L I C AT I O N Spring/Summer 2004 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 66, No. 3-4 LLetters ETTERS Editor’s note I n 1924, at a time of many changes brought by the expansion of Augsburg’s academic program and the introduction of women stud...
Show more A P U B L I C AT I O N Spring/Summer 2004 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 66, No. 3-4 LLetters ETTERS Editor’s note I n 1924, at a time of many changes brought by the expansion of Augsburg’s academic program and the introduction of women students, Augsburgian editor Caleb Quanbeck wrote, “Now that we are increasing in numbers and have developed more comprehensive curricula will we be willing to assume the responsibilities which come with the greater Augsburg?” (See Auggie Thoughts, p. 44.) Over the years there is little doubt that the response has always been a resounding “yes.” As readers 80 years from now look back to this day and what is being written about the launching of the largest fundraising campaign in Augsburg’s history, I surmise they will note the same sense of watershed in the College’s life. Augsburg’s tradition of excellence and vision for educating in the sciences necessitates a new center and upgrade to the existing half-centuryold facilities. Our men’s and women’s athletic programs have no further capacity to stretch their space. We seek the addition of facilities on campus to help us nourish and grow the partnerships we’ve built in our neighborhood and community. And, to continue to make an Augsburg education available to many students, the endowment must grow. Through Augsburg Now, news and stories about the campaign, Access to Excellence: The Campaign for Augsburg College, will be featured in a newsletter called Vision. In this issue, a special edition of Vision presents an overview of the campaign as well as stories about the generosity of donors who have already made significant contributions and about students who benefit from it. This year also marks a change in leadership on Augsburg’s Board of Regents. The six-year tenure of board chair Kathy Tunheim provided vision and direction for Augsburg to leap into national limelight as an innovator in education. For the first time in 40 years a graduate of Augsburg, Jean Taylor ’85, takes over the reins of leadership. Their perspectives on the College, its mission, and their roles are included in this issue. Other features offer different glimpses of service reflected in Augsburg’s motto, Education for Service. Jean Housh, wife of regent emeritus Allen Housh, brought to us a story she wrote about “Major” Bowen, a remarkable high school student and current Augsburg student, who has faced the greatest of challenges in recovery from a devastating brain injury. With the compassion and commitment of Augsburg staff and faculty working with his family, he was able to begin a college career. Stephanie Quick, an Augsburg graduate and seminary student, is also featured. Her efforts to collect donated prom dresses—that most likely would never be worn again—from parishioners at her home church in the Twin Cities and through her sister here at Augsburg, brightened the lives of Native Alaskan teenage girls who could not afford to buy a dress for their special evening. Editor Quanbeck wrote in 1924 that he hoped The Augsburgian would be “an instrument in helping people to realize that our school is doing a great work, an important work.” Augsburg continues this great work, and we take pride in sharing it with you in Augsburg Now. Betsey Norgard Editor Augsburg Now is published quarterly by Augsburg College, 2211 Riverside Ave., Minneapolis, Minnesota 55454. Editor Betsey Norgard A PUBLICATION FOR AUGSBURG COLLEGE ALUMNI & FRIENDS Spring/Summer 2004 Vol. 66, No. 3-4 Features Assistant Editor Lynn Mena Graphic Designer Kathy Rumpza Class Notes Coordinator Sara Kamholz ’04 Photographer Stephen Geffre President William V. Frame 6 18 Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058-1545 Postmaster: Send correspondence, name changes, and address corrections to: Augsburg Now, Office of Public Relations and Communication, 2211 Riverside Ave., Minneapolis, MN 55454. E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. www.augsburg.edu by Dan Jorgensen and Lynn Mena Major Bowen: a story of courage and determination by Betsey Norgard Director of Alumni and Parent Relations Amy Sutton Director of Public Relations and Communication Dan Jorgensen A change in leadership A Major inspiration by Jean Spielman Housh 24 A Quick connection to prom dresses 16 Fourth Annual International Photo Contest 21 From Flatanger to Augsburg: A century apart by Betsey Norgard 23 Seeing abilities instead of disabilities by Judy Petree 27 Commencement 2004 by Judy Petree insert Vision 1–20 The newsletter for Access to Excellence: The Campaign for Augsburg College Departments 2 Around the Quad 10 Sports 12 Faculty/Staff Notes 34 Alumni News 36 Class Notes 43 In Memoriam On the cover: 44 Auggie Thoughts inside back cover Homecoming Preview 50 percent recycled paper (10 percent post-consumer waste) Incoming first-year students in the Summer Bridge program (see p. 3) lined up in front of the wall measuring progress for the new $55 million campaign. In part, this campaign ensures the availability of an Augsburg education to a wide variety of students. (Photo by Stephen Geffre) AROUND QUAD Around THE the Quad Augsburg launches $55 million capital campaign Augsburg News Service New Science Center needed to continue excellence in the sciences O n April 18 Augsburg kicked off a $55 million capital campaign—the most ambitious fund-raising effort in its 135year history—to seek funding for two new buildings, a major addition to a third, and support for the endowment to help fund scholarship opportunities for its students. Access to Excellence: The Campaign for Augsburg College seeks $37 million for the three building projects, $13 million for growth to the endowment, and $5 million in growth to the annual operating fund. Nearly $30 million already has been raised. Individual gifts of at least $1 million have come from James and Kathy Haglund of Golden Valley, Minn.; Kinney L. Johnson ’65, of Boulder, Colo., Jean Taylor ’85 and Roger Griffith ’84 and the Glen A. Taylor Foundation; and Alan Rice of St. Paul. The centerpiece in the campaign will be a new Science Center and renovation of the College’s existing Science Hall, built in 1949. The project will both strengthen Augsburg’s tradition of excellence in the sciences and help expand science learning for both its own students and the community. The 58,000 square-foot Science Center will include teaching and research laboratories and three multi-use halls that will be used for classes, guest speakers, and community events. Renovation of the existing Science Hall, which will connect via skyway to the new building, will bring all of the science and mathematics programs together into one dynamic and interactive facility. “This new facility will be extremely important to Augsburg’s commitment to the health sciences,” noted President 2 William Frame. The center will provide space to help K-12 students explore careers in health science and solidly support Minnesota’s biomedical technology sector through the high quality education of talented science and math majors steeped in Augsburg’s liberal arts tradition. And, thanks to a planning grant from the State of Minnesota, architectural planning for the facility incorporates multiple “green” features in an environmentally responsible structure. The second major campaign project is the construction of a Gateway Building on Riverside Avenue. The building will serve as headquarters for both the College’s Alumni Center and its award-winning Center for Service, Work, and Learning. It also will house StepUP, Augsburg’s program for students in recovery, providing both residential and counseling space for the program. And, it will have space for retail opportunities to serve both the campus and the surrounding CedarRiverside community, including the University of Minnesota—in a model of public and private economic development for the neighborhood. A third building project is a major addition to Melby Hall, the College’s main athletic facility. The project will address pressing space shortages for Augsburg’s academic, intercollegiate, and recreational programs; it will provide classroom, workout, and competitive space, including a new Greco-Roman wrestling center, funded in part through a $1 million gift from Alan Rice of St. Paul. Funding for the endowment will focus on four key areas: several new faculty chairs and professorships, new endowed scholarships to provide access to students from a wide range of backgrounds, program support, and staff development. Augsburg’s first endowed chair, initiated through the campaign, will be named in memory of Bernhard M. Christensen, president of the College from 1938-62. Growth in The Augsburg Fund, the unrestricted annual giving fund, will be used by the College to meet its most pressing day-to-day needs. The five-year campaign, which began its “quiet phase” in fiscal year 2001 will run through 2006, the same year the College hopes to break ground on the new Science Center and Gateway Building. Giving toward the campaign has been broad-based with nearly 70 gifts of more than $100,000 already pledged. The campaign was kicked off— literally—on the Edor Nelson Athletic Field by College officials and hundreds of alumni, staff, and friends at a community festival on April 18. The festivities included a basketball youth clinic led by University of Arizona head coach Lute Olson ’56, a hockey clinic led by Minnesota Wild Wes Walz, music and theatre performances, children’s book readings, and science demonstrations. The evening prior to the festival, donors were entertained at a gala dinner. Augsburg’s last major campaign, the 21st Century Fund, raised $64 million from 1989 to 1997, with the $15 million James G. Lindell Family Library as its centerpiece. Read about Access to Excellence: The Campaign for Augsburg College in Vision, the campaign newsletter, beginning after p. 22. Campaign goal—$55 million Capital projects . . . .$37 million • Science Center and renovation • Gateway Building • Melby Hall expansion Endowment . . . . . . .$13 million Annual Fund . . . . . . .$5 million Spring/Summer 2004 Around the Quad Dennis Barker—coach to world-class runners Congratulations, faculty! Promotion to professor by Betsey Norgard A ugsburg’s head track and crosscountry coach Dennis Barker spent two weeks in California this summer, but hardly on vacation. His trip took him to Sacramento for the 2004 U.S. Olympic Team Trials in track and field where 10 of the runners he coaches hoped to earn a place in the Athens games. As a head coach for Team USA Minnesota, Barker has garnered national attention for the caliber of elite athletes who come to Minnesota to train with him—among them Carrie Tollefson, a native of Dawson, Minn., who became an NCAA-champion at Villanova, and is close to being an Olympian. In an article published in the Minneapolis Star Tribune prior to the trials and distributed nationally by the Associated Press, Barker is noted for his holistic approach to training, focusing Team USA Minnesota head coach Dennis Barker checks the time for one of his elite runners during training. 4 on bringing together all of a runner’s “physical, emotional, psychological, and spiritual resources.” Barker coaches Team USA Minnesota at the University of Minnesota track facility and crafts the training to fit each runner’s strengths and needs. His runners trust him implicitly, and the notice being taken of him in the running world attests to this. In Sacramento, Tollefson failed to qualify in her best event, 5,000 meters, but won the qualifying trials in the 1,500 meters. She has one more “trial,” however, since Olympic rules require a minimum qualifying time, which she will have to meet by early August in order to compete in Athens. Another of Barker’s runners, Katie McGregor, came in fourth in the 10,000 meters, but may reach the top three team if one of them chooses not to compete in that event. During the spring, Team USA’s training sometimes overlapped with Augsburg’s track team practices. “It’s really not much different from coaching our athletes at Augsburg,” says Barker. “All the basic things apply. I think this has really helped the Augsburg runners, because they see what these levels of athletes do, how they apply their training, and how they believe in themselves and what they can accomplish.” For the Augsburg athletes, the elite runners were an inspiration. “We often shared training time together and were able to see how hard work and dedication pay off at whatever running level you are,” said Becky Welle ’05, a member of Augsburg’s cross country and track and field teams. “Each runner is unique with different goals and expectations, and Dennis does an amazing job in challenging all of his athletes to be their best, whether they compete at Division III level or for the Olympics.” Joseph Erickson Education Beverly Stratton Religion Promotion to associate professor Nicholas Coult Mathematics Susan Nash Nursing Tenure and promotion to team associate professor Jeanine Gregoire Education and Physics Robert Groven Communication Studies Ashok Kapoor Business Administration Joseph Underhill-Cady Political Science Tenure granted Cheryl Leuning Nursing Spring/Summer 2004 Ron Palosaari retires from long tenure R onald Palosaari, professor of English, began 39 years of distinguished service to the College in 1965, when he joined the English faculty as an instructor. He obtained bachelor’s degrees in both English and divinity from Bethel College and Bethel Seminary, respectively. After three years as a pastor he returned to graduate school, completing a master’s degree in English and a doctorate in American studies with an emphasis on American literature at the University of Minnesota. Prior to coming to Augsburg, he was a college instructor in Wisconsin and Minnesota. Over the years, Palosaari successfully merged his professional fields of English and theology with an interest in society and social change. His sabbatical research in 1994 was also the topic of a lecture he presented at the Augsburg Associates’ 1994 spring seminar: “Jesus and Women.” It was Palosaari’s opinion that Jesus was a revolutionary: “He was very different from the typical Middle Eastern male of his time, an area which continues to be one of the most gender-bound regions of the world,” said Palosaari. Palosaari has remained an active member of several professional organizations and has served as a consultant for area businesses—always making use of his community contacts to enhance his teaching. He has read papers and conducted workshops at state, regional, and national conventions. In addition, Palosaari has shared his love of travel with the Augsburg community, hosting Alumni Association tours such as the “Spectacular Scandinavia” tour in 1995 in honor of the College’s 125th anniversary. He has also traveled to London on four occasions to teach drama. Palosaari has long been a favorite professor among students. He has received the Outstanding Faculty Award multiple times, an award given by graduating seniors to honor classroom teaching. “Ron Palosaari’s extensive knowledge brought to life not only literary works but the periods in which they were written, offering students a more complete sense of an author’s challenges, triumphs, and place in history,” said Kathy Fagen, an Augsburg Weekend College admissions assistant/counselor and current student. Farewell to Ginger Currey A fter working for 15 years in the Department of Business Administration as office manager and administrative assistant, Virginia “Ginger” Currey retired from Augsburg in January. Currey was the first full-time office manager in the department, the largest academic department at the College, that graduates over 200 students per year. She worked under three department chairs— Spring/Summer 2004 by Lynn Mena “Lectures were delivered with a passion that reflected his love for the academic discipline to which he devoted his life. For students fortunate enough to have taken one of his classes, this passion for literature was nothing short of contagious.” English professor Douglas Green fondly recalls Palosaari’s “Ask Ron” column in the Echo. “Ron’s column in the Echo was certainly essential to his enormous contribution to the life of the College over the years,” said Green. “In this column, he satirized just about every aspect of College life and of Augsburg’s various crises, as well as his own character, during his long tenure as an English professor.” Palosaari’s future plans include to “grow much older” and to “continue playing tennis without a backhand, bridge without a clue, and Scrabble despite being the weakest speller in the English department.” “I loved teaching students who were brighter and harder working than I ever was—and I always had some of those,” said Palosaari. “I got a special pleasure when students admitted they were starting to really like poetry, usually against their better judgment.” by Betsey Norgard Amin Kader, Milo Schield, and John Cerrito. On January 29, at her retirement reception, she was presented with a plaque that summarizes the appreciation of her colleagues. “As business department office manager, Ginger established administration procedures that each academic year set the standards for serving the needs of over 40 faculty members and hundreds of business administration students,” the plaque reads. “Over her many years of services to Augsburg College, Ginger earned the admiration of students, staff, and faculty. For 15 years, Ginger was the mainstay of the Business Administration Department. She was a dedicated colleague and a good friend.” The plaque doesn’t list the myriad other duties that Currey took on to assist the faculty, e.g., proctoring tests at the last minute, meeting visiting professors at the airport, and taking the extra steps to help students get the classes they need. Currey was also honored by the College as an Outstanding Employee in 2000, nominated by her department. Her commitment to community service included collecting pop can tabs from across the campus to benefit the Ronald McDonald House. 5 A CHANGE IN LEADERSHIP AT ITS SPRING MEETING ON MAY 1, THE AUGSBURG COLLEGE BOARD OF REGENTS ELECTED JEAN TAYLOR ’85 AS THE NEW CHAIR, TO SERVE A TWO-YEAR TERM. SHE SUCCEEDS KATHRYN H. TUNHEIM, WHO IS RETIRING FROM A 12-YEAR BOARD TENURE, THE LAST SIX OF WHICH SHE SERVED AS CHAIR. TAYLOR IS A CO-CHAIR OF THE CAPITAL CAMPAIGN CABINET THAT OVERSEES THE CURRENT $55 MILLION CAMPAIGN. SHE HAS ALSO SERVED AS CHAIR OF THE BOARD’S MARKETING COMMITTEE AND A MEMBER ON THE REGENTS’ COMMITTEE. OTHER OFFICERS ELECTED TO TWO-YEAR TERMS ARE H. THEODORE GRINDAL ’76, VICE CHAIR; JOAN VOLZ ’68, TREASURER; AND TRACY ELFTMANN ’81, SECRETARY. IN THESE STORIES, THE OUTGOING AND INCOMING BOARD CHAIRS SHARE PERSPECTIVES ON BOARD LEADERSHIP, GOALS FOR AUGSBURG, AND THE AGENDA FOR THE COMING TERM. A LEGACY OF INSPIRED GOVERNANCE athy Tunheim likes to say that serving as the chair of a board of a college like Augsburg is a lot more like being a shepherd than a boss. And that, she adds, has been the key to helping shape a shared governance model that Augsburg has embraced, and that she believes other colleges and universities across the nation will strive to emulate in the decade ahead. Tunheim has just completed six years as chair of the Augsburg Board of Regents during a period that has seen the College erupt from what President William Frame once termed “militant modesty,” onto the regional and national scene as an innovative, forward-moving institution. And, despite Tunheim’s own modesty in describing her leadership of the board, Frame said it has been Tunheim’s vision and leadership that can be ascribed to much of the impetus of the College’s movement. K Kathryn H. Tunheim by Dan Jorgensen “Kathy Tunheim is, in the language of one of her admirers, ‘prismatically excellent’,” he said. “That is certainly apt as a description of her work as counselor to me, especially in respect to the Augsburg 2004 vision.” Tunheim said the feeling is mutual. “Those of us serving on the Board of Regents have learned that one of the most important things a college governing board can do is to take very seriously the role we play in the selection and performance of the president. I’m proud of the work of the president and pleased by the board’s partnership with the administration. But another less visible challenge has been transforming the work of the board itself. An institution’s lifeblood is its faculty and students—management, great staff, and volunteer leadership, in general, are critical. But so, too, is effective governance. BUILDING A SHARED GOVERNANCE “During these years of my chairmanship, I feel that our board, the faculty, and the administration have come to terms with our commitment to a healthy shared governance model. It gives the board a better sense of ‘who’s in charge here?’— because now we know that at a college everybody is! Bill Frame has been masterful in helping all of us—board, administration, and faculty—understand this shared governance model. It’s what makes colleges really work; it’s unlike the governance work that occurs in business, so it’s been a great learning experience for all of us as regents.” Just prior to becoming chair, Tunheim served on the search committee that brought not only Bill but also Anne Frame to the College. “We got a wonderful, dynamic duo in the Frames,” she said. “Anne’s professionalism and understanding of the needs and functions of the school make her not only a great partner for Bill, but a great asset for this institution.” continued on page 8 6 Spring/Summer 2004 AN ALUMNA’S CALL TO LEADERSHIP Jean Taylor ’85 s the newly elected chair of the Augsburg Board of Regents, Jean Taylor, president of Taylor Corporation, brings to the seat not only a broad base of knowledge and enthusiasm, but also the valuable perspective that comes with being an Augsburg alumna—an association that distinguishes her from the past several chairs, and which clearly fills her with equal measures of pride, purpose, and calling. “I approach this opportunity not as something that I sought, for indeed I did not,” says Taylor, who received a B.A. in business administration in 1985. “Rather, I truly believe that I was called to do this. It will for me be a tremendous challenge in many, many ways. At the same time, I am convinced that it will be one of the most rewarding and enriching things I will ever do. “I believe that in the coming two years I will discover much more about my own gifts, as well as how to strengthen their use,” continues Taylor. “I am humbled to have this opportunity to return the favor to Augsburg through A Spring/Summer 2004 by Lynn Mena my leadership—this place has changed my life in so many positive ways and I will always be indebted to this college. The history of Augsburg is rich, storied, and full of successes, and I will focus my energy on making the next two years the best ever in this college’s history.” Taylor, who has served on the board since 1994, is also co-chair of Augsburg’s Capital Campaign Cabinet, which oversees the College’s newly announced $55 million campaign—Access to Excellence: The Campaign for Augsburg College. During her board tenure, she has chaired the Marketing Committee, and served on both the Regents’ and Executive committees. She also holds an M.B.A. in management support systems from the Carlson School of Management at the University of Minnesota, earned in 1988. In addition to her board leadership at Augsburg, she is active in a number of other community and nonprofit organizations—all while raising a one- and a three-year-old with her husband, Roger Griffith ’84, who serves as chief financial officer of the Minnesota Timberwolves and chief operating officer of the Minnesota Lynx professional basketball teams. “This is a wonderful ‘fit,’ not only from my point of view, but from our— the College’s—point of view,” says President William V. Frame. “Having Jean Taylor as the next chair feels right, seems right, and is right. “Jean has grown remarkably in management acumen during her 10 years as an Augsburg regent,” continues Frame. “This growth was recognized by her peers as a solid supplement to her notable collegiality and personal commitment to her alma mater. I am very glad of the prospect of serving with her over the next two years to accomplish the work to which we have agreed—to clarify and extend the College vision and to strengthen the integrity of the Augsburg brand.” SERVING THE COLLEGE Taylor organizes her goals as board chair under the framework of two distinct paths—those that serve the College, and those that serve the regents. “Looking at it from this perspective, I see three critical things that the College needs from me as board chair to accomplish over the next two years,” says Taylor. “One is to continue to extend Augsburg 2004 [the College’s vision document], not only in a way that supports the work that professors Mark Engebretson and Joan Griffin are doing in terms of refining that vision and taking it farther into the future. But also in terms of taking Augsburg 2004 deeper within the Augsburg community, so that as a whole we can all enjoy greater ownership and understanding of that strategy, and so that we’re able to share this strategy more broadly with our larger community. “When I talk about community, I believe Augsburg’s community has many layers,” continues Taylor. “There’s certainly the immediate and very important campus and Cedar-Riverside community that surrounds us, but there’s also the Minneapolis community, the Twin Cities community, and the Minnesota and Upper Midwest community. And I think as one considers Augsburg’s vision, we really also think about ourselves as part of the world community.” Taylor’s second goal is to steer the capital campaign toward a successful continued on page 9 7 A LEGACY OF INSPIRED GOVERNANCE (CONTINUED…) During Tunheim’s three terms as chair, the institution successfully added many new programs and partnerships, established a branch campus in Rochester, embarked on its first major capital campaign, reached new highs in enrollment at both the undergraduate and graduate levels, and more fully engaged its alumni—something she has worked toward from the moment she took a seat on the board. “It should not be lost on our alumni, by the way, that up until Jean Taylor’s recent election as board chair, the past six chairs have all been non-alumni,” Tunheim said. RAISING E X P E C TAT I O N S O F AUGSBURG “When I first joined the board, I think the College was ranked lowest among the ELCA colleges in terms of alumni philanthropy. So my goal was to find a way to help change attitudes and set a collective expectation of ourselves as stewards of the school. I wanted alumni to think in terms of giving back: serving on the board, being partners in all that we needed and wanted to do. “I remember having breakfast in 1998 with the woman who was then chair of the College’s alumni association. I could clearly see she was frustrated, so I asked her, ‘What is it that you want from the College?’ Her answer was clear and immediate: ‘We want a degree from Augsburg to be more valuable in the future than it was when we got it.’ Together, I think we’ve been committed to ensuring that we create that future— and we all agree how important the College’s alumni are to making it happen.” Tunheim noted that when people look across the nation and point out the strongest higher education institutions, they are always the ones that have engaged, passionately loyal alumni. 8 “Augsburg has a lot of passionate and loyal alums,” she said, “but in the past we didn’t always find a way to engage them. But now, especially with Jean’s election, there are some great role models in terms of what alumni can and should do for their school. AT T R A C T E D B Y MISSION AND VISION “Having said that, I also want to point out that non-alums like me have seen something in Augsburg that attracted us to the mission and vision. That’s a tribute to Augsburg and its past leadership. My message about Augsburg to the marketplace is this: Augsburg College will be more important in the future landscape of higher education than it has ever been, because its strengths will serve the future needs of the community so well. But institutionally, we’re not ready to meet all the needs that will come to us—financially, or in terms of buildings and infrastructure. Our responsibility is to make sure that the College IS ready to serve as it is called to serve.” Tunheim, who is a graduate of the University of Minnesota and CEO of Tunheim Partners, a leading Twin Cities public relations firm, first came to Augsburg in the late 1980s to talk about how the College might improve its relationship with the city of Minneapolis. At the time, the city seemed to be courting institutions like St. Thomas, while Augsburg, already well-established and involved in the city, was being ignored. “I was struck by the many fine programs the College had and how little was known about them. As a professional in public relations, I was intrigued by what might be done to share that story. That’s what first attracted me to the board.” When President Charles Anderson decided to step down due to an illness, she was asked to lead the search committee for the new president, but declined initially, citing business obligations. But neither Anderson nor Barbara Gage, who was then board chair, would take ‘no’ for an answer. “Barbara told me that this is what I needed to do, that when you’re asked to do something for which you’re a good fit, you need to respond to the call.” Other highlights of her three terms, she said, were developing a better understanding and working relationship with members of Augsburg’s Corporation—the four Lutheran synods that “own” the institution; establishing the Regents’ Committee, a group that has been key to evaluating who is on the board, what their expectations are, and how new board members are recruited; and working with the president on setting a clear vision of what the College is and where it wants to go. “I was honored to be asked to serve on this board, and then to serve as chair, but I’m also extremely excited about where this College is now heading,” she said. “While other schools are working to discern their uniqueness or their future, Augsburg is already there. The light coming from Augsburg is inspiring already—I have no doubts about its strength and constancy.” ■ Spring/Summer 2004 AN ALUMNA’S CALL TO LEADERSHIP( CONTINUED…) conclusion, and third, to start the search for the next Augsburg president. “It is so critical to find the right leadership for the College,” says Taylor. “Augsburg has been absolutely blessed with incredible leadership in terms of its presidents, and I think Bill Frame has done a remarkable job during his tenure. So, we really need to establish a process to make sure that we find a new president who is truly called to be the next president of Augsburg and continue the legacy that has been created.” “And this goal is about helping board members to really understand their role and to understand more about the College, and putting each regent in appropriate leadership positions, so that not only two years from now, but five years from now we’ll have a group of regents able to utilize their talents to their highest capability.” SERVING THE BOARD Professionally, Taylor has an outstanding track record in leadership development. At Taylor Corporation, where she served first as vice president of development before becoming president in 2001, she has led several successful initiatives to revitalize and restate the organization’s core purpose and core values, formalize leadership development, alter its approach and philosophy to the role and use of information technology, and encourage and promote women in leadership roles. In 1998, CityBusiness magazine cited Taylor’s commitment to networking opportunities for women in business When Taylor looks at how her election as board chair can specifically serve the regents, she cites two main goals, beginning with a pledge to continue the work of outgoing chair Kathy Tunheim. “Kathy has done incredible things with this board,” says Taylor. “One aspect that she has undertaken that I would like to continue is to refine the governance roles at the College. I see three components to that leadership—the regents play a key role, as do both the administration and the faculty. I think there’s still critical work to do in terms of refining how these three leadership components work together—where do each of us take the lead responsibility, and where do we stand alongside the others in order to ensure that the College achieves its vision? “The second piece relative to the regents that I’ll focus on over the next couple of years is determining how we can most effectively utilize the talents of our regents,” continues Taylor. “We have an incredibly active and engaged group of regents; every time I’m in a full board meeting, I look around the room and I am just amazed and blessed that I’m sitting in this room with these incredible people whom I learn from all the time, and who put all this time and devotion into the College. Spring/Summer 2004 O U T S TA N D I N G BUSINESS LEADERSHIP when it selected her as one of its “40 under 40,” a prestigious group of 40 business professionals who have achieved distinction and risen quickly in their fields—and who are all under the age of 40. Prior to joining her father, Glen Taylor, at Taylor Corporation in 1994, Taylor was senior vice president of E.W. Blanch Co., a global reinsurance intermediary. As Taylor embarks on her two-year term as chair of the Board of Regents, it also represent her final years of a 12-year tenure as a board member. “Over the last 10 years I’ve learned so much about the history and the foundation of the College and where it came from,” says Taylor. “It’s incredibly satisfying for me to see the linkage between what the founders of Augsburg envisioned and all that Augsburg has accomplished over the ensuing 135 years—and then to witness how we’re currently extending that vision. “I am so impressed by the history of the College, and at the same time I am so excited about its future, because I think that Augsburg is positioning itself to have an even greater impact on its community. I’m incredibly proud to be an alumna of the College, and my pride continues to grow because I know that this college is just going to get better and better—our diamond is really going to shine.” ■ 9 Sports Wrestlers, track, and women’s hockey lead a solid year for Auggie athletics by Don Stoner A Division III second-place finish by the wrestling team, which tied both NCAA and school records with four individual champions and nine AllAmericans, respectively, and standout seasons for the track and field and women’s hockey teams paced a solid year for Auggie athletics. Senior Joe Moon earned the Outstanding Wrestler honors after scoring a 13-6 upset of top-ranked and four-time All-American Eduard Aliakseynka of Montclair State (N.J.) in the 174-pound national finals. Sophomore Marcus LeVesseur extended his school-record winning streak to 84 straight matches, finishing 40-0 and winning his second straight national title at 157. Juniors Mark Matzek, at 133, and Matt Shankey, at 125, each claimed a first national crown. The Auggies also finished third in the NWCA Scholar All-America Team program with a 3.39 team grade point average, the seventh straight top 10 ranking. Augsburg leads the nation with 81 NWCA Scholar All-Americans since 1983. Augsburg’s women’s hockey team, under coach Jill Pohtilla, finished 15-10-2 overall, 10-6-2 in MIAC play, earning a spot in the playoffs for the second season in a row. The Auggies closed with an eightgame unbeaten streak, going 9-2-2 in their final 13 games before ending with a 6-5, double-overtime loss to St. Thomas in the MIAC semifinals, a game played in a conference-record 96:09. Senior Annie Annunziato led the team with 36 points and was named to the Division III JOFA All-American West Region team, joining juniors Lauren Chezick and Melynda Kleewein on the AllMIAC first team. Freshman Stacy Anderson earned honorable-mention and All-Rookie recognition. And track and field, led by sprinters Mathew Shannon, Tonnisha Bell, and Alana Carter; hammer-thrower Jon Dahlin; and distance runners Ellen Waldow, Hannah Dietrich, and Angie Bergeson had 10 two All-American honors, eight MIAC titles, and 24 school records. At the MIAC indoors, Shannon, a senior, and Bell, a sophomore, earned Most Outstanding Performance honors. Shannon also earned MIAC Most Outstanding Indoor Track Athlete and USA Track and Field Minnesota Athlete of the Month honors, winning the men’s 400meter dash in a record :48.78. He also won the 55-meter dash and set or tied school records in the 55 and 200. Bell, Waldow, Dietrich, and Bergeson combined on the All-American distance medley relay team, finishing seventh nationally, and Bell set school and MIAC records in the 200 (:25.52 ), shattering the meet record by nearly a half-second. Senior Jon Dahlin won the hammer throw title and set a school record at 54.01 meters (177-feet, 2-inches). Waldow won the 800 in a school-record 2:16.36, breaking a mark set earlier by Bergeson. Waldow and Bergeson joined teammates Amy Mackner and Dietrich in winning the 3200-relay. In other 2003-04 sports highlights: • Augsburg finished with a 5-5 record (4-4 in the MIAC) in football, and 13-year head coach Jack Osberg became the alltime win leader with 60. Osberg’s teams have had seven .500-or-above seasons, second only to Edor Nelson’s eight .500or-above seasons. Auggie runner since 2001 to earn AllMIAC honors, with a 5,000-meter time of 19:24. • Under co-coaches Troy Nygaard and Laura Levi, Augsburg produced its finest women’s golf season in history. The Auggies tied their previous best-finish at the Minnesota Women’s Collegiate Golf Association championships—10th against all of the state’s Division II and Division III programs. Freshman Marisa Navarro blistered school records with a 85.63, 18-hole stroke average, and a 12th place finish in the MWCGA meet. • The men golfers—with just one senior—finished with a 314 spring stroke average, under 16th-year head coach Brian Ammann. The team was fifth in the MIAC, led by freshman Erik Helgerson, who earned all-MIAC with a 36-hole total of 154. • In women’s basketball, center Selina Theisen led both scoring and rebounding at 17.1 and 10, respectively, and was the only freshman selected to the 16-player All-MIAC first team. Theisen also was selected to the conference’s All-Rookie team, was named to the D3hoops.com All-West Region third team, and was named to the Freshman All-American team by Women’s DIII News. • Head coach Mike Navarre’s women’s soccer team finished 11-5-2 overall (5-42 in the MIAC), tied for the second-best record in school history. Sophomores Millie Suk and Nora Austin were named to the All-MIAC team. Senior Laura Hoffman closed her career as one of the school’s best goalkeepers, recording a 114-2 record, seven shutouts and a 0.95 goals-against-average. • Under first-year coach Keith Bateman, the young Augsburg baseball squad finished 16-22 (7-13 in the MIAC), nearly doubling its overall victory total from each of the previous two seasons. Sophomore pitcher Jeremy Nelson (allMIAC) had a 5-4 record and 2.91 earned-run average, throwing six complete games, striking out 33, and allowing only 15 walks and a .269 opponent batting average. • Augsburg’s cross country teams logged 29 personal-best times (19 women and 10 men). Ellen Waldow became the first Don Stoner is sports information coordinator in the Office of Public Relations and Communication. Spring/Summer 2004 Five senior athletes are honored F ive senior student-athletes received Augsburg athletic awards for the 2003-04 school year. Three Auggies were named Honor Athletes, the highest honor the College gives its senior student-athletes—Melissa Lee, Brandon Fox, and Mathew Shannon. Earning Augsburg Senior Athlete of the Year honors were Kristen Lideen and Joe Moon. Lee was also given the Julie Ellingson Leadership in Women’s Athletics award, an honor given periodically to female athletes who have displayed qualities of outstanding leadership and service to Auggie athletics. The award is named for Julie Ellingson ’98, a softball catcher who was a devoted worker in many aspects of Augsburg’s athletic department. 2003-04 HONOR ATHLETES Brandon Fox A three-year starter and four-year letterwinner in football, Fox earned All-Minnesota Intercollegiate Athletic Conference second-team honors in both his junior and senior seasons. His senior year, he led the Auggies in tackles with 103. In 2003, he had the second-most tackles in the MIAC and led both the conference and team in tackles for loss. He added 2.5 sacks, two interceptions and two fumble recoveries his senior year. He was named the team’s Outstanding Player on Defense, Most Valuable Player, and earned the Edor Nelson Auggie Award in 2003. A business management major with a 3.63 GPA, Fox earned Academic All-MIAC honors twice and was named to the CoSIDA Academic All-District second team in 2003. Melissa Lee Lee was a four-year starter in softball and also played basketball for two seasons at Augsburg. In softball, Lee will Spring/Summer 2004 go down as one of the “ironwomen” of Auggie softball history. Augsburg’s third-baseman played in every inning and started every game of her four-year career—141 games, 141 starts, and 964 innings. She closed her career with a .296 batting average and a.962 fielding percentage. A health and physical education major with a 3.507 GPA, Lee has earned Academic All-MIAC and National Fastpitch Coaches Association Scholar Athlete honors three times. She is a Student-Athlete Mentor, copresident of the Augsburg College Education Students (ACES) program, and has been active as a student worker in many aspects of Augsburg’s athletics program. Mathew Shannon A 17-time All-MIAC performer, Shannon became the first Augsburg men’s track and field athlete to earn All-American honors in both indoor and outdoor events in the same year in 2003 at the NCAA Division III national championships. This season, Shannon placed fifth in the indoor 400 at the national meet, and qualified for the outdoor national meet in the 400. A three-time MIAC titlist, Shannon earned both the Outstanding Indoor Championships Performance and Indoor Track Athlete of the Year honors from MIAC coaches this season. He also was named USA Track and Field Minnesota Co-Athlete of the Month in April. A business and communication major with a 3.155 GPA, Shannon has earned Dean’s List honors. Shannon is also a recipient of a Scholastic Connections scholarship, which pairs students of color with alumni mentors in the community. by Don Stoner 2003-04 SENIOR ATHLETES Kristen Lideen Lideen emerged as a two-sport star at Augsburg. In soccer, Lideen earned AllMIAC honorablemention honors three years in a row as one of the top sweepers in the conference. In softball, Lideen became one of Augsburg’s best shortstops, holding career school records in three different categories—batting average (.444), hits (175) and doubles (38)—while sitting in the top 10 in school history in seven other career listings. Lideen is one of four players in school history to ever go through a single season without a strikeout. She earned All-Region and All-MIAC first-team honors each of her first three seasons in an Auggie uniform, and earned All-MIAC honors her senior year. In 2003, she earned NFCA AllAmerican honors. Lideen is a philosophy major at Augsburg. Joe Moon Moon won his first national title in wrestling this season with a dramatic upset performance at the Division III national championships, earning the meet’s Outstanding Wrestler honors in the process. Moon finished 392 his senior season and 105-14 in his three-season career at Augsburg. A twotime All-American in wrestling, Moon finished fifth nationally last season at 174 and earned the team’s Outstanding Freshman honors his first season at Augsburg. A marketing major, Moon was also a member of two academic national wrestling teams at Augsburg. Don Stoner is sports information coordinator in the Office of Public Relations and Communication. 11 Faculty/staff notes Creating learning communities at Augsburg F rankie Shackelford, associate Learning Community that dean for teaching and learning took a group of 12 students enhancement, is a national and the two professors to resource leader in promoting the museums in the Twin Cities, concept of “learning Chicago, and Baraboo, Wis. communities,” and a key player The subject matter was not the in Augsburg’s development of content of the museums, but curricular learning communities. rather how the museum In 2000, Shackelford was designed and arranged the named one of 58 fellows of the content and how that reflects National Learning Communities the society that created it. Project (NLCP), funded by the Their study was based around Pew Charitable Trusts and a text on this subject and administered by the Washington discussion with its author. Center for Improving the Quality Associate dean Frankie Shackelford brings best practices from national Shackelford’s continuing learning community resources to Augsburg’s first-year program. of Undergraduate Education at commitment as a fellow of the The Evergreen State College. NLCP is to make site visits to Since then, she has twice served institutions who are community links classes together for a as a core resource person at NLCP’s experimenting with learning communities. common group of students often across summer institutes and presented at Thus far she has held workshops and academic disciplines and usually around a professional meetings. evaluated programs at Wofford College and theme. Besides the faculty and students in Last October, as part of a Midwestern Cottey College. At Augsburg she is active these classes, a learning community often network of learning community leaders, in the faculty-staff task force on includes academic advisers, residence life Augsburg hosted one of 10 day-long “Foundations of Excellence™,” whose staff, student peer leaders, and staff from Open Houses, where Shackelford and work will lead to a strengthening of campus support programs. other Augsburg faculty and staff learning communities in the first-year While serving as co-director of presented Augsburg’s first-year learning curriculum. Augsburg was selected as one professional development, Shackelford was community program, helping others to of 12 colleges in the Council of instrumental in the design and understand the concepts. Independent Colleges (CIC) to participate development of the eight-week Augsburg As associate dean, Shackelford oversees in this national study of ways to improve Seminar for all incoming first-year seven programs that promote student the first college year. More information on students, which was rolled out in fall 1998. academic development and faculty/staff this project is available at This orientation seminar for new day professional development. <www.brevard.edu/fyfoundations>. students is linked to one or two other The concept of learning community courses and includes student leaders as coinvites practices that bring together people teachers to help answer students’ questions NOTEWORTHY and programs on campus to help students about college life. The goal is to help find more meaning in the curriculum, she students transition to college life, connect Tony Bibus, social work, was resays. The approach is an intentional them to the larger campus community, and appointed by Gov. Tim Pawlenty to a restructuring of students’ time, credit, and help them become self-reflective learners. four-year term on the Minnesota Board of learning experiences to build community Augsburg’s new Core Curriculum, Social Work, which is responsible for and to foster greater connections among licensing and disciplining social workers. launched last year, was inspired by the students, students and their teachers, and learning community model. “Learning Trena Bolden, Pan-Afrikan Center, and among disciplines. The learning communities provide the impulse to make Kenneth Turner, Student Support community movement has broad reach meaning across a student’s four years of Services, attended the 28th Pan-African across many kinds of educational learning,” says Shackelford. Leadership Conference at Minnesota State institutions with over 500 colleges and Co-curricular learning communities University in Mankato in February, along universities now registered at the (outside of academic classes) have also with students Hanna Habtemariam, “Learning Commons” Web site developed at Augsburg. Last year, under Hamza Yusuf, Anthony Schaden, (http://learningcommons. the leadership of professors Phil Adamo Robert Jones III, Dega Ali, and Audra evergreen.edu). and Lars Chrisiansen, the History and Johnson. In the curricular sense, a learning Sociology Clubs formed a Museum 12 Spring/Summer 2004 The art of making events shine by Betsey Norgard J odi Collen admits she belonging that Augsburg alumni, can’t go anywhere parents, and donors feel as they without noticing displays, return to campus—including the ways materials are used, current students. “I want current and how decorations are students to feel connected, and to arranged—in short, she walk away feeling that they were can’t turn off her job. part of the event,” Collen says. Collen is events She seeks to work more coordinator at Augsburg, closely with faculty and staff working in the Office of from the get-go, offering ideas to Events and Classroom creatively plan the event from Services. It’s her job—and the beginning, to gain greater her passion—to help make consistency across all campus every Augsburg event look events. professional, run efficiently, Collen considers herself Jodi Collen mixes a combination of inspiration, creativity, and purpose in and communicate the right lucky to know that events planning major events at Augsburg. messages. planning is truly a calling and Since coming to part of her vocation. She can While she entered the program for career Augsburg two and a half years ago, she trace that awareness to a keynote speech development, she has found that her feels lucky to say that she loves what she by David Merrill, a leader in her field own personal development has been does—and she knows she can do it well. (who has since become a friend and more rewarding than prospects of career Last year, Minnesota Meetings & mentor), at the first special events advancement. Her goal is someday to Events magazine named her the 2003 conference she was invited to attend. continue on for a Ph.D. and teach in the “Up-and-Coming Special Events “The minute he started speaking, I industry. Planner”; and the year before that, she knew this is what I’m supposed to do,” At Augsburg, she is responsible for was named one of the top five women to she says. Merrill connected her to the planning and managing summer watch in the Minnesota events business. right people and resources, and her conferences, weddings and receptions, She is currently president-elect of the career took off. and working with faculty and staff to Minneapolis-St. Paul Chapter of the During the summer, in addition to plan major campus events. International Special Events Society. managing summer events, Collen is Collen looks forward to working What put her over the top in working with the alumni office to plan more closely with Augsburg faculty and becoming noticed and in giving her Augsburg’s 2004 Homecoming, “Spark staff to plan the College’s major events. confidence was the opportunity to plan a Your Spirit,” to take place Oct. 2-9. Her goal is to increase the sense of major event last summer for her events industry colleagues. With only months to go before the annual conference of the International Special Events Society to be held in Minneapolis, Collen stepped in to plan one of the major evening events—a beach party. With the help of four dumptruck-loads of donated sand and lots of ingenuity, conference-goers partied with hula hoops and parasoled drinks on a sandy beach, with palm trees and beach cabanas—all downtown in Peavey Plaza. Collen recently completed a Master of Tourism and Administration degree at George Washington University in Washington, D.C., specializing in conference and events management. Spring/Summer 2004 13 Faculty/staff notes Postcards from Italy During February and March in the Christensen Center Gallery, art professor John McCaffrey exhibited 34 oil paintings of the sultry Italian landscape in the show “Postcards from Italy.” The paintings are evocative recollections of a visit McCaffrey made to the country several years ago. Though small in size, the works are bold interpretations of some of Italy’s most remarkable scenery and monuments. Captured in the brushwork are narrow streets and sun-baked cobblestones of old towns, the glory of Roman ruins, and the verdant beauty of the rolling Tuscan hills. Even in these small sizes, McCaffrey’s use of light to sculpt form, establish space, and construct volume is revealed upon close observation. John McCaffrey, art, measures to hang one of the 34 small oil paintings in his “Postcards from Italy” exhibit. “Vernazza” (2004) is one of the “postcards” that brought the Italian landscapes to life in the Christensen Center Gallery during the winter. Honors/awards Congratulations to the 2004 faculty and staff who received Distinguished Contributions to Teaching and Learning Awards. Mark Engebretson, professor of physics, for teaching; Ann Klamer, director of residence life, for direct service to students; and Garry Hesser, professor of sociology and metro-urban studies, for advising/mentoring. Carol Barnett, music professor and composition instructor, was awarded the 2003 Nancy Van de Vate International Composition Prize for Opera from the Vienna Masterworks for her work, Snow, based on a short story by Konstantin Paustovsky. Janna Caywood ’04, social work, was inducted into Alpha Kappa Delta, international sociology honor society. 14 Su Dorée, mathematics, received the Mathematical Association of America North Central Section’s Award for Distinguished College or University Teaching of Mathematics, presented in April. It is presented for extraordinarily successful teaching, influence beyond their own institutions, and fostering of curiosity and excitement about mathematics to students. Garry Hesser, sociology and metrourban studies, was honored by the Higher Education Consortium for Urban Affairs (HECUA) for his 25 years of service. Ann Klamer, residence life, received the 2003 Linda Schrempp Alberg Outstanding Contribution to Minnesota Higher Education Award, presented by the Minnesota College Personnel Association in May. Alberg was director of student life and associate dean of students at Augsburg until her death in 1996. Cheryl Leuning, nursing, received an Alumni Achievement Award in 2003 from Augustana College, Sioux Falls, S.Dak. In the award nomination, she was described by her students and colleagues as “a superb teacher, an inspirational leader, and mentor.” Sports information coordinator Don Stoner, public relations and communication, was named CoWrestling SID/Publicist of the Year by the National Wrestling Media Association, an organization representing journalists who cover amateur and college wrestling. Jeff Swenson ’79, assistant dean for athletics and head wrestling coach, was inducted in March into the Minnesota Wrestling Coaches Association/David Bartelma Wrestling Hall of Fame. Spring/Summer 2004 Presentations/publications David Apolloni, philosophy, presented “Puzzles Concerning False Judgment in Plato’s Theatetus” at the 10th Annual Minnesota Conference on Ancient Philosophy in May. Tony Bibus and Rosemary Link, social work, and Michael O’Neal, sociology, presented a paper, “Analysis of Welfare Reform Using a Global Perpsective and Locally Mapped Conditions” at the 50th annual meeting of the Council on Social Work Education in March. Nora Braun, business administration/ MIS, published “Critical Thinking in the Business Curriculum,” in the March/April issue of The Journal of Business Education. Grace Dyrud and Bridget RobinsonRiegler, psychology, along with psychology senior Matthew Plitzkow, presented a poster session, “Lucky Next Time: The Effects of Luck Inducement and Delay on Predictions of Future Wins and Luck Ratings,” at the Midwestern Psychology Convention in April. They also presented at the American Psychological Society in May. Orv Gingerich and Kathy McBride, Center for Global Education, co-presented a session, “Experiential Education: Theory and Practice in Latin America,” at the 15th annual international conference of the Association of Academic Programs in Latin America and the Caribbean (AAPLAC) in February. Shakespeare Bulletin published Douglas Green’s review of Joe Dowling’s production of Othello at the Guthrie Lab in the spring issue (22.1); his review of Ethan McSweeney’s Romeo and Juliet appeared in the summer issue (22.2). In April, at the annual Shakespeare Association of America meeting, Green participated in a dramatic reading of Antony and Cleopatra. (His drunken Lepidus was well received.) Spring/Summer 2004 Gretchen Irvine, education, participated on a panel on international travel experience at the National Society for Experiential Education conference in November. She also presented “Value Added to Global Study/Travel through the Use of Technology,” at the Hawaii International Conference on Education in January. Kenneth Kaminsky, mathematics, published Financial Literacy: Introduction to the Mathematics of Interest, Annuities, and Insurance, with a manual to accompany it, by University Press of America, Inc. in 2003. Jason Kemp, residence life, published “Ally Rally: Problem Solving with GLBTQ Allies on Campus,” in the spring 2004 UMR-ACUHO (Upper Midwest Region, Association of College and University Housing Officers) News. Ann Lutterman-Aguilar, Center for Global Education-Mexico, published “Educating about a Diversity and Global Issues Experientially: A Review of Simulations Games for Use in Community-Based Learning Programs,” in the fall 2003 issue of Transformations: The Journal of Inclusive Scholarship and Pedagogy. Dave Matz, psychology, co-authored “Social Norms and Identity Relevance: A Motivational Approach to Normative Behavior,” in Personality and Social Psychology Bulletin. He also co-authored an article in Current Psychology, 21. Regina McGoff, Center for Global Education, presented, “Study Abroad for Students in a Weekend College Program,” at the Student Abroad Curriculum Integration Conference in April. Susan O’Connor, education, co-authored a chapter about her five-month faculty exchange in Trondheim, Norway, in Sosialt arbeid: Refleksjon og handling (Social Work: Action and Reflection). Ron Petrich, education, has a selection in Teaching with Fire: Poetry That Sustains the Courage to Teach, published by Jossey Bass. Petrich finished the first two-year Courage to Teach retreat series for K-16 educators and began a second series in May. Bruce Reichenbach, philosophy, contributed “Explanation and the Cosmological Argument,” to Contemporary Debates in Philosophy of Religion, edited by Michael Peterson and Raymond Vanarragon, and published by Blackwells in England. Bridget Robinson-Riegler and Greg Robinson-Riegler published two texts: Cognitive Psychology: Applying the Science of the Mind (along with an instructor’s manual) and Readings in Cognitive Psychology: Applications, Connections, and Individual Differences,” both published in 2004 by Allyn & Bacon. Nancy Steblay, psychology, co-authored “Eyewitness Accuracy Rates in Police Showups and Lineup Presentations: A Meta-Analytic Comparison,” in Law and Human Behavior, 27. Andrew Tix co-authored “The Relational Context of Social Support: Relationship Satisfaction Moderates the Relations between Enacted Support and Distress,” in Personality and Social Psychology Bulletin, 29. He also co-authored an article in the Journal of Counseling Psychology, 51. Sean Truman, psychology, with students Francis Rojas, Danielle Banaszak, and Janessa Baier, presented “Maternal Substance Abuse and Ratings of Parent Behavior: Do Drugs Matter?” at the Midwestern Psychology Convention. Truman also co-authored “What Are They Thinking? The Mediating Role of Parental Cognitions in the Parenting Processes of Drug-Dependent Mothers and Fathers,” in the NIDA Research Monograph Series in 2003. 15 AUGSBURG’S FOURTH INTERNATIONAL ver 100 entries were submitted in O the fourth annual photo contest for international and off-campus studies. Winners were selected in three categories: scenic landscapes, local people in a cross-cultural setting, and Augsburg students in a host setting. All winning photos were displayed in Christensen Center. Entries were judged on the following criteria: cross-cultural content, artistic and technical quality, and reproducibility. To see all the winners, visit <www.augsburg.edu/international/ photocontest04>. A 1st Place A B B 16 Scenic landscapes. First place. “Prague from the Castle Wall,” Erik Helgeson ’05. Czech Republic Augsburg students in host setting. First place. “Dancing with Locals (Mike Boyle),” Erik Helgeson ’05. Cuba C Local people in a cross-cultural setting. First place. “Lunchtime,” Deb Olson, MA Nursing. Namibia Spring/Summer 2004 OFF-CAMPUS STUDIES PHOTO CONTEST C D D Augsburg students in host setting. Second place. “Namibian Dunes,” Jenna Bracken ’05. Namibia E Scenic landscapes. Second place. “On the Other Side of the Fence: Auschwitz,” Ariann Russ ’05. Poland F Augsburg students in host setting. Third place. “Candomblé,” Ana Gabriela Power ‘05. Brazil. E F Spring/Summer 2004 17 MAJOR BOWEN: a story of courage and determination by Betsey Norgard As Jean Housh (left) coped with surgery to remove a brain tumor, her strength and inspiration came from “Major” Bowen (right), whose brain tumor left him near death and in a coma. She helped direct his path to Augsburg. eople are brought together in unpredictable ways. The friendship between Augsburg freshman Edward “Major” Bowen and Jean Housh, wife of Augsburg regent emeritus Allen Housh, began one day in physical therapy at the Sister Kenny® Rehabilitation Institute, where both were recovering from brain surgery. Because of the friendship that developed from that day in the hospital, the Houshes are largely responsible for Major Bowen enrolling at Augsburg. Three years ago last January, Bowen was an All-State junior goalie on The Blake School’s hockey team. The night he and the team shut out Stillwater High School, he felt sick with what he thought was the flu. By the next evening he was fighting for his life as a tumor blocked the flow of cerebrospinal fluid through his brain. Emergency surgery to relieve the pressure, followed by another surgery a week later to remove the cyst, left him in a coma for six weeks. P 18 “The nurses told us his brain was injured like in a 60-mph crash through a windshield,” recalls Bill Bowen, Major’s father. Miraculously, on Major’s grandmother’s birthday, he began to awaken. Weighing only 95 lbs., he was unable to walk, talk, or eat. Thus began a long rehabilitation at the Sister Kenny Institute, at a clinic in Florida, at Courage Center, and at other out-patient facilities. At Sister Kenny, as he worked to take a few steps, then a few steps more, Jean Housh was also recovering from elective surgery to remove the same kind of cyst before it became the emergency that Major faced. She was undergoing therapy to regain balance, strength, and memory. Excerpts from her story about getting to know Major are on p. 20. By the fall, Bowen was able to return home, but was plagued by short-term memory loss, facial droop, and some balance difficulty. His father tells of how Rod Anderson, a former Blake teacher and hockey coach “unretired” and devoted his time to tutoring Major in the Bowens’ home. During winter semester, Bowen returned to Blake, with Anderson continuing to tutor him at the school. Bowen also began practicing Tae Kwan Do as part of his therapy, and has achieved a second degree purple belt. He is now in training to test for his red belt. Major Bowen graduated with his Blake class in June 2002, but his real achievement came earlier, during Blake’s final hockey game of the year. After weeks of incredible determination and hard work to get back on the ice, he skated out to tend the goal for the last 53 seconds as his team beat Minnehaha Academy. For this, City Pages in their 2002 Best of the Twin Cities, named him the Best High School Athlete. The following year the Bowens began exploring options for college. Sara Kyle, associate director of college counseling at Blake, suggested Augsburg. “[Augsburg] Spring/Summer 2004 for the class. is one of the best (if not the best) Bowen’s determination also impacted colleges in the nation for bright students Maurer. “One of the biggest lessons I with learning and/or physical learned from Major,” Maurer said, “is to challenges,” said Kyle. “I thought it never give up. … I think Major’s refusal would be a natural place for Major to to stop until he had accomplished his continue his education.” She connected best can be inspirational to us all. The the Bowens with Sally Daniels, whole experience was a great honor and Augsburg’s director of undergraduate will remain one of my fondest memories admissions. from my time at Augsburg.” Jean and Allen Housh were also During the second semester, Bowen instrumental in the decision to consider was scheduled for several surgeries and Augsburg. “While Augsburg was in the would miss a considerable number of back of my mind,” Bill Bowen says, “90 school days. He arranged with Gustafson percent of it was the encouragement of to do a directed study in history, centered Allen and Jean.” around the question of genocide and Daniels and the Houshes introduced focusing on Nazi Germany and the Pol Major and his parents to President Pot regime in Cambodia. William Frame and to Augsburg’s Center A highlight of the semester was a field for Learning and Adaptive Student trip to Washington, D.C., to the Services (CLASS), a premier program in Holocaust Museum. While in providing comprehensive support to Washington, the Bowens met with students with disabilities. Minnesota Senator Mark Dayton, a friend Major enrolled in the fall as a partof the family, who had been Major’ s time student with two classes—Spanish baseball coach and who had also been a and history. Bill Bowen credits both hockey goalie at Blake. professors—Kate Reinhardt in Spanish The year proved incredibly difficult, and Don Gustafson in history—with but rewarding, for Major. Bill Bowen being “absolutely wonderful” to Major. recounts that virtually every Gustafson wondered at first how he person at Augsburg “gave would manage to teach someone with 102 percent”—nothing was short-term memory problems in the just average concerning detail-laden discipline of history. “It Major’s experience. He will worked,” he said, “partly because Maj return to classes in the fall came with some excellent high school part-time and then evaluate background; partly because his father what the right course will spent hours and hours going over the be for the future. material with Maj, and Maj on his part The friendship between was not about to give up; and partly Jean Housh and Major because one of our very remarkable remains strong; Bill Bowen students, Eric Maurer, agreed to tutor. talks of how they spend “It was in our weekly meetings (and time reading together—a Eric often was part of them) on a one-topractice that began during one basis that I got a much better therapy to improve their understanding of Major, of his difficulties, and of his incredibly dogged determination.” Gustafson says that Bowen Major Bowen and Jean Housh ended up “at the top of the class in remain good friends and continue terms of effort and hours,” and to read together, a practice that earned a “very creditable 3.0” grade started in rehabilitation. Spring/Summer 2004 enunciation. While her story speaks to the strength she gains from Major, Bill Bowen says that Major thinks Jean is “one of his angels.” It’s clear that Bowen could not have succeeded at Augsburg without the CLASS program and without faculty and staff who became entirely engaged in helping him learn, as they also learned from him. Even outside of class, in one small but significant gesture, President Frame relinquished his reserved parking space to the Bowens so that Major’s shortterm memory loss could not prevent him from always knowing exactly where their car was parked. “Augsburg has been a wonderful experience for me,” says Major. “Each professor has been different, but also the same in being caring, kind, and understanding. They have each also been demanding, requiring me to work hard, complete my assignments on time, to push myself, and to learn the subject matter. Professor Don Gustafson worked with me extensively to become more self-reliant, to trust myself, to think, and to respond. I can never thank him enough.” ■ 19 A M A J O R I N S P I R AT I O N I owe my life to a young m a n n a m e d M a j o r. H e is a guy I’d only heard about in the neurosurgeon’s office. I was being examined and scheduled for brain surgery. But I had the luxury of setting a surgery date, calling family to Minneapolis to help out and bracing myself beforehand. Major, however, did not. According to my neurosurgeon, the 17-year-old hockey player was nearly brain dead the January night he was brought to Children’s Hospital. Imagine playing goalie for your hockey team and near death one day later. I couldn’t. … Eager to read all I could about my condition or anyone else who’d experienced it, I combed back issues of the Minneapolis Star Tribune sports section at the library until I found it. There it was in bold type across five columns of the January 9, 2001, sport page. ‘Blake Goalie Faces Surgery for Brain Tumor.’ Edward “Major” Bowen was his name and his story would change my life. … I wish I could say my surgery was easy. Although I did not feel a thing, my family and friends suffered greatly. It is only through God’s grace and mercy that I am here. … One cold March day [at Sister Kenny Institute], I saw the name Major Bowen handwritten on a label of a headrest on a wheelchair. Could it be the same Major Bowen? I wondered aloud to [my husband] Allen. If he’s here, I have to meet him. After all, he is the reason I went ahead with my surgery. I asked Matt, my OT therapist, if that was Major Bowen, the hockey player. Yes, it was, but due to confidentiality concerns, I couldn’t just walk up and start talking. Matt had to arrange it for us after getting Major’s parents’ approval. The next day, I was introduced to Major, and his parents, Bill and Pat. … The common denominator between Major and me was the same colloid cysts in our brains. A rare and benign tumor, colloid cysts reside in the third left ventricle and restrict the flow of cerebral spinal fluid. In my case, it caused considerable swelling and chronic headaches. by Jean Spielman Housh Major, however, experienced no warning signs or headaches. … After six weeks in Children’s Hospital, Major was released to the Sister Kenny Institute for therapy and rehabilitation. That’s where our paths finally crossed. I was a bit tentative about meeting him. I was concerned his parents might measure me against their son’s progress. Boy was I wrong. I have never been so warmly received. Behind Major’s wheelchair in the computer lab at Sister Kenny Institute, Major’s dad, Bill, shook my hand and thanked me for initiating our meeting. “It’s nice to know someone who had the same surgery as Major and who’s come out so well,” he told me. I tried to tell him that his son was my inspiration. Tears rolled down my face and I couldn’t get the words out. “I cry a lot,” I told him. He smiled, knowing exactly what I meant. Around the corner came Major’s mom, Pat. Awkwardly I began my story again. Lost in my tears were all the words I’d hoped to say. Words like ‘thank you for your son. Thank you for being such loving parents. Thank you for giving me this opportunity to meet my life’s inspiration.’ … During a follow-up visit last year, Dr. Nagib’s nurse practitioner, Therese O’Fallon, told me, “One day, maybe not soon, but one day, you’ll look back on this surgery experience as a gift. Some good will have come from it.” Brain surgery—a gift? Yeah, right. I brushed it off. But today, more than two years later, I’m beginning to see what she means. God has given me a gift of true inspiration in Major. Through him and my surgery, I’ve learned patience, determination, and what family really means. Today, the balance of good days and bad days clearly tips toward the positive. I’ve recovered most, if not all, of my short- and long-term memory. Although, I still lose my car in the Target parking lot and often have trouble remembering how many strokes I had on the golf course. Major and I read Lance Armstrong’s book It’s Not about the Bike last summer. We read it aloud to one another to improve our enunciation. Armstrong’s story of victory over cancer and winning the Tour de France is an inspiring and powerful one. But one no less inspiring than Major’s story of faith, courage, and strength. Jean Spielman Housh is a writer and wife of Augsburg regent emeritus Allen Housh. 20 Spring/Summer 2004 F R O M F L ATA N G E R TO A U G S B U R G : A C E N T U R Y A PA R T by Betsey Norgard THE SMALL coastal town of Flatanger, Norway, has sent two students to Augsburg College, almost exactly 100 years apart. While Ingwald Rosok may not have received a diploma in the spring of 1895 when he left Augsburg, Monica Dahle marched proudly across the stage in spring 2004. Dahle is a senior at Molde University College in central Norway and came to Augsburg as part of International Partners. This program, based on reciprocal agreements between Augsburg and European institutions that offer the equivalent of bachelor’s degrees, allows students from both Europe Norwegian student Monica Dahle stands in front of Old Main, built just three years after Ingwald Rosok, another student from her hometown, attended and Augsburg to take part Augsburg. of their study program at Ingwald Rosok, who attended partner schools. This preparatory class at moved to Arizona and lived there the rest Augsburg in 1894-95, left his enables them to Augsburg Seminary for of his life. small village of Flatanger 100 experience studying years before current student nearly five months until his Although Rosok’s mother was from Monica Dahle. abroad without money ran out. the Sverdrup family, there is no apparent interrupting or delaying In his memoir, Retrospect, Rosok tells close connection to Georg and George their studies. of wanting to go to school and learning Sverdrup, Augsburg’s second and fourth Because of International Partners and about Augsburg from a Norwegian grocer presidents, respectively. the scholarship that participants receive, in Minneapolis. He describes Augsburg’s When Dahle arrived at Augsburg last Dahle chose to come to Minneapolis and location as “in the block between Seventh winter, she recognized Old Main from Augsburg. When she began researching and Eighth Streets, and between 21st and photos she had seen in a history book. information about Augsburg, to her 22nd Avenues South.” He lists the faculty She was one of 34 Norwegian students in surprise and excitement she discovered a that year as six professors. book about Ingwald Rosok, also from Rosok did not want to be a minister Flatanger. He had come to the U.S. in Photo of Ingwald Rosok from Retrospect: An and chose to study engineering at the 1891, worked at a number of jobs in the Autobiography, by I. A. Rosok, edited by O. M. University of Minnesota instead of Norlie, copyright 1957 and printed by Lund Press, Upper Midwest, and attended the second returning to Augsburg. He eventually Minneapolis. Spring/Summer 2004 21 A C E N T U R Y A PA R T International Partners during the academic year, and took social work courses. For her internship, she learned about an agency in downtown Minneapolis offering a needle exchange program, and applied to work there. Her tasks included meeting with drug addicts, homeless people, and prostitutes—work and issues she had never encountered. “I learned so much,” Dahle said, “about nonjudgemental attitudes, about how to treat clients, and about the U.S.” She had not expected the level of culture shock she experienced. Her biggest challenge was language. Dahle said the people who came there often used street slang, but that she simply asked them what it meant. She loves to work with people, and dreams of finding similar ways to work with drug addicts in Norway. During spring semester, two events stood out for Dahle as highlights. In February, when Augsburg hosted the Peace Prize Festival for schoolchildren, she was one of two Norwegian students who greeted and escorted special guests Gro Harlem Brundtland, former prime minister of Norway and director general emerita of the World Health Organization; and Knut Vollebæk, Norwegian ambassador to the U.S. 22 The second highlight was participation in Augsburg’s commencement ceremony. In Norway, college graduates are hosted at a dinner, but without the pomp and circumstance of an American ceremony. Because of the reciprocal agreements between colleges, International Partners students are granted special permission to participate in Augsburg’s graduation. EXCERPTS FROM Monica Dahle (right) and Beate Fjellanger (second from right) greeted Gro Brundtland, former Norwegian prime minister, and Knut Vollebæk, Norwegian ambassador to the U.S., at the Peace Prize Festival in February. “It was amazing, with all the people there,” Dahle remarked. “It’s a really big deal, and I’ve seen it on TV.” Her cap and gown went back to Norway with her as mementos. Dahle has her four-hour final exam to finish at Molde University College. Then she hopes to work for a year or so before possibly returning to the U.S. and Augsburg for a master’s program. ■ RETROSPECT: AN AUTOBIOGRAPHY By Ingwald Andreas Rosok Edited by O.M. Norlie; copyright 1957 by I.A. Rosok. Minneapolis: Lund Press, Inc. 16 ATTENDING AUGSBURG We called on the Norwegian grocer. He advised me to go to Augsburg Seminary, which, at that time, was not only a theological seminary but also a college and an academy. It was a Norwegian Lutheran church school and was located in the block between Seventh and Eighth Streets, and between Twenty-first and Twenty-second Avenues South. I went there, and they took me and accepted my check without any question. … As already stated, Augsburg Seminary had three departments: The Preparatory (Academy) Department which took two years to finish; the College Department which took four years, and the Theological Department which took three years, a total of nine years. When this was completed one was ready to be ordained as a full-fledged Lutheran minister and to be assigned to some congregation as its pastor. The professors that year were: George Sverdrup, president; Sven Oftedal, vice president; John H. Blegen; Edward Hovde; J.L. Nydahl and T.S. Reimestad. When I told them what previous schooling I had had, I was assigned to the second preparatory class. It was a very good school and I enjoyed it very much. It certainly was much better for me than working in the woods in Wisconsin. I studied very hard, never missing any classes and spending all my waking hours in my room doing my homework. I started school at Augsburg Seminary December 7, 1894 and attended until April 13, 1895 when my money was all gone. Spring/Summer 2004 SEEING ABILITIES instead of disabilities Seeing the abilities of people rather than their disabilities has given Cilje Nybord Mosand a dream and a plan, which she has taken back to her native Norway this summer. Mosand, a social work student in the International Partners program at Augsburg, interned during the spring at a non-profit organization called Interact Center for the Visual and Performing Arts, based in Minneapolis. Interact, a multidisciplinary arts center for adult artists with disabilities, features a large art studio and public gallery, rehearsal and performance space, a fulltime faculty of professional artists, a performing arts training program, and a theater company. Mosand was so impressed with Interact that she hopes to start a similar organization in the Scandinavian countries. “We have nothing like this in Norway,” Mosand said. “This has been such a wonderful experience. You don’t see the disabilities of these people, rather the abilities they possess.” During her internship, Mosand assisted the professional artists who work with the disabled artists in all aspects of the theater, from writing the script and by Judy Petree music, to acting. She even took part in the theater performance, playing the part— aptly enough—of a young woman named “Celia,” who is Norwegian. “We really liked having Cilje here,” said Eriq Nelson, performing arts instructor at Interact. “She gave our ‘artists’ individual support and always had time for listening to them. Many times the staff doesn’t have this kind of time.” Nelson added that when Mosand first came, they envisioned her as support staff, doing odd jobs such as filling out paperwork. But, she became so involved with the artists the original plans quickly flew out the door. “We have a large Norwegian population at the center and some have even been to Norway on tour, so they were excited about Cilje being from Norway. She liked being with the artists and they liked being with her.” Nelson said it was also fun to watch Mosand grow during her internship. “We even got her to be a part of the show. It was fun to see Cilje embrace that side of it. She was always willing to do whatever was needed to be done. She’s missed.” Actually, this is not Augsburg’s first encounter with Interact. A few years ago, education professor Susan O’Connor Top photo: At Interact, Cilje Mosand supported and worked with artists with disabilities, and joined them to perform in their production. Spring/Summer 2004 introduced Karl-Johan Johansen, an instructor from Sør Trøndelag University College in Trondheim, Norway, and Per Frederiksen, with PROFF, an organization serving people with disabilities, to Interact while they were visiting Minneapolis. As a result of that visit, Johansen and Frederiksen secured funding in Norway for a group from Interact to travel to Norway and Denmark to give performances. The artists that went on this tour were the same ones who formed a bond with Mosand. “What fascinated me about Interact is it’s so diverse,” Mosand said. “The mix of people from a rainbow of ethnic, age, and disability groups gives one the impression of being in an inclusive Garden of Eden.” The artists help the community understand that gifts are given to all people, Mosand said, and that vision is not lost nor even impaired by a disabling condition. “There are no superiors, inferiors; no staff versus clients. There is only the collegial mix of diverse people who are all focused on the same goals—the creation of beauty, the making of art.” ■ Judy Petree is media relations manager in the Office of Public Relations and Communication. 23 A QUICK CONNECTION PROM DRESSES TO by Judy Petree Stephanie Quick’s passion for working with children and youth, especially those who struggle with lives of poverty and abuse, has taken her to a place far from her Midwestern roots in Mendota Heights, Minn.—to Nome, Alaska, a place so beautiful it’s hard to imagine life could be anything but ideal. Quick, a 2001 Augsburg graduate with a major in youth and family ministry, is currently working on a four-year Master of Divinity degree at the Lutheran School of Theology in Chicago. She is in year three of seminary, which consists of an internship. Beauty surrounded by poverty The road to Alaska and her internship at Our Savior’s Lutheran Church in Nome came after she was accepted into a special ELCA program called Horizon. This program offers 22 unique internship sites across the world, including cross-cultural ministry, mission start congregations, and others at rural, urban, and international sites. Quick said that many of these sites, including her current one, cannot afford a second pastor, and provide excellent learning opportunities. Quick said Nome is a beautiful place, surrounded by ocean and tundra. She has seen wildlife from bears to reindeer to seals, eaten a variety of Eskimo foods including Eskimo ice cream (berries mixed with reindeer fat), muktuk (whale blubber), black meat (seal), reindeer, caribou, dried fish, greens, and herring eggs. But, she added, the stark reality is that all of this beauty surrounds a town plagued by alcohol abuse and poverty. “While this town of 3,000 people is in a unique setting, it is also very sad. You can find only two small grocery stores, yet the street is littered with bars and liquor stores. Alcohol abuse is a terrible factor in the community.” In fact, Quick said, it has gotten so bad that alcoholism in Nome and surrounding villages has nearly Above: Stephanie Quick, Class of 2001, is destroyed the Native American (Eskimo) traditional lifestyle. “Sadly, as a pastor, you hear using her seminary internship to work with many stories of family violence, sexual abuse, young people in an impoverished Nome, and substance abuse. There is so much tragedy here it is almost unbelievable.” Alaska church. She brought joy to the high Quick is called to many areas while serving school girls there, as 60 prom dresses she as an intern pastor. Some of her duties include preaching, leading worship, teaching, pastoral collected from family and friends back counseling, home visitations, serving as home were donated for Nome’s big dance. chaplain at the local jail, eating lunch with elders at the senior citizen’s center, and holding 24 Spring/Summer 2004 worship service at the nursing home. However, there is one area where her passion is strong. Quick is concentrating her efforts on working with youth in Nome, even starting a youth group at the congregation, which now draws more than 25 youth. “I have formed some pretty strong connections with some of the high school girls,” Quick said. “These girls have confided a lot of things to me. Recently they told me they couldn’t go to the prom because they couldn’t afford a dress.” While the town is plentiful with bars and liquor stores, Quick said there is not a clothing store to be found. The only way for these girls to get a dress would be to spend $343 on a plane ticket to Anchorage or make a dress. “None of these girls can afford a prom dress let alone fly to Anchorage to buy it. And many of the girls are being raised by their grandparents who just don’t have the time to make a dress.” Quick came up with an idea and she quickly enlisted the help of her sister, Rachel, who is a junior at Augsburg; her parents; and her hometown congregation, St. Stephen’s Lutheran Church in West St. Paul. “I thought, well, I still have my prom dresses, so I called up my mom and asked her to send them here. Unfortunately, she had just given them away to the Goodwill, but my sister, Rachel, still had hers.” Rachel was more than happy to not only ship her prom dress to Alaska, but to send out a campuswide e-mail asking others for their dresses and other prom accessories, such as shoes and purses. When Quick’s pastor at St. Stephen’s found out what she was doing, he made an announcement in church. Her plea was so successful, she received 60 dresses, the majority coming from Augsburg and St. Stephen’s Church in West St. Paul. After the shipment arrived in Nome, Stephanie Quick opened up a “Prom Shop” in the church basement. The ladies’ sewing circle at Our Savior’s Church volunteered to make alterations on the dresses. Quick said the girls were Spring/Summer 2004 “thrilled” with the dresses. “I’m really proud of my sister,” Rachel said. “She is such a kind person and she’s really grown attached to these girls in Nome. She was able to give them something we take for granted—a pretty dress and a really special night.” Quick said she wanted to do this for the girls “simply because I care about them, and feel that their opportunities shouldn’t be limited just because of their finances.” Reaching out Quick followed her passion and calling one step further when she volunteered to travel to a remote village in the wilderness, without running water or plumbing. She spent 10 days in a place called Shishmaref, a tiny island Eskimo village located 20 miles south of the Arctic Circle. The village is entirely Lutheran and is the northernmost ELCA congregation. Most people there still speak their native language of Inupiaq. Quick said the pastor there had resigned in the fall, and it has been difficult to even get an interim pastor, much less a permanent pastor. It is a very rustic place with honeybuckets for toilets and Ladies in Our Savior’s Lutheran Church snow or rainwater for volunteered their time to alter the drinking water. The only donated dresses for the girls. place to shower is at the “washeteria,” which costs money, she added, so obviously people don’t shower much. The roads are all dirt and the houses are primitive. Children, she said, run around very dirty, many visibly with lice. The town is filled with flies, and garbage and raw sewage leak from bins. “It looked straight out of a ‘Save the Children’ commercial,” Quick said. “It was a moving experience just driving down the street.” The only modes of transportation, she added, are fourwheelers; snowmobiles, which the Alaskans call snow machines; and dog sled teams. “I had some amazing visits with the people there,” Quick said, “including a group of elders who showed me some of their sewing. It was a neat experience sitting on the floor watching the Eskimo women sew things like slippers, mukluks, and Eskimo yo-yos out of seal 25 A QUICK CONNECTION TO PROM DRESSES skin and reindeer fur.” Quick’s love and passion for children took center stage there as well, in this remote village. She said the children were excited to see her and she organized many youth activities for them, including baking for elders and confirmation classes. Some days there were more than 50 children that showed up in the basement of the parsonage, which is used for a youth center. “We had a Sunday School turnout of 75 children which is great considering there are only 600 people in the village.” The church services were similar to the ones she helps out with in Nome, part of it being in their native language and part in English. “I have to brag a little that I’m doing quite well on the Inupiaq. The elders tease me that I am becoming an Eskimo!” Quick said because of the lack of a pastor or interim pastor, she was given special permission by the bishop and seminary to administer the sacraments. She presided over Holy Communion and performed her first baptism. The baptism, she added, was especially moving. “I had asked a woman in the congregation to present the candle and recite a special verse. She has cerebral palsy and told me she has trouble reading, so when she came up, she had the verse memorized. It was moving and a true moment of grace.” Augsburg’s transforming education Quick credits the encouragement she received from faculty and staff in the religion department while she was a student at Augsburg for steering her toward the path she is now following. In particular she remembers a lecture she heard about being called to serve God. “I still remember that lecture, and that confirmed my call from God. I began to look for a place to serve the church and I felt not only an internal call to the ministry, but an external call to serve God.” Quick said she wasn’t sure at that point what direction in ministry she wanted to pursue, but she loved the Youth and Family Ministry program and being involved in Campus Ministry, so that excited her about ministry with families. Quick will return to Chicago in the fall to finish her education. Where she will go from there is still a question, but she has many goals, one being a pastor in an inner city church working with families, children and youth; another opening an orphanage or working at an existing one, perhaps in Thailand; or even teaching religion, “especially if it was at Above: A stitch here and there to the Augsburg!” donated dresses made the high school “The education I received at Augsburg helped shape my life in a very positive way. Augsburg girls feel like queens of the prom. helped me realize that all things are possible through God.” ■ Judy Petree is media relations manager in the Office of Public Relations and Communication. 26 Spring/Summer 2004 Students celebrate after receiving their honors cords from academic dean Christopher Kimball at the Honors Convocation on Friday, April 30. The Augsburg Chamber Orchestra performs at the Commencement concert on Friday, April 30, which featured solos by each of the four 2004 Concerto Aria winners: Miya Kunin ’04, violin; Maja Lisa FritzHuspen ’04, soprano; Nicholas White ’05, bass; and Keely Holcomb ’04, soprano. DR. SHIRLEY ANN JACKSON DELIVERS COMMENCEMENT ADDRESS A graduate pays homage to her home state by taping a cutout of Texas to her mortarboard. Dr. Shirley Ann Jackson, president of the Rensselaer Polytechnic Institute in New York, spoke at the 2004 Augsburg College Commencement ceremony Saturday, May 1. It is said that Jackson has a “career distinguished by many historic firsts.” Jackson, a theoretical physicist, holds a Ph.D. in theoretical elementary particle physics from M.I.T. and an S.B. in physics from M.I.T. She is the first AfricanAmerican woman to receive a doctorate from M.I.T., and is one of the first two African-American women to receive a doctorate in physics in the United States. Jackson is also the first African-American to become a commissioner of the U.S. Nuclear Regulatory Commission, and is now the first woman to lead a national research university. Jackson has held senior positions in government, as chairperson of the U.S. Nuclear Regulatory Commission (NRC); in industry and research, as a theoretical physicist at the former AT&T Bell Laboratories; and in academe as a professor at Rutgers University. While at the NRC, Jackson represented the United States as a delegate to the General Conference of the International Atomic Energy Agency in Vienna, Austria. Among the number of professional organizations Jackson belongs to, she is president of the American Association for the Advancement of Science and a member of the National Academy of Engineering. She is also a Fellow of the American Academy of Arts and Sciences, and the American Physical Society. Visit <www.rpi.edu/web/President/profile.html> for more information about Dr. Shirley Ann Jackson. Barbara Lehmann, assistant professor of social work, hugs a student during the procession from Foss Center to Melby Hall. 28 Spring/Summer 2004 COMMENCEMENT 2004 COMMENCEMENT ADDRESS URGES EXCELLENCE, LEADERSHIP, AND COMMUNITY Dr. Shirley Ann Jackson, president of the Rensselaer Polytechnic Institute in New York, delivers the keynote Commencement address. Lois Bosch, associate professor of social work, places a master’s hood on a Master of Social Work student. Barbara Forshier, Weekend College Class of 2004 representative, addresses the crowd at the Commencement ceremony. Spring/Summer 2004 Following are excerpts from Dr. Shirley Ann Jackson’s Commencement address; read the complete address at <www.rpi.edu/web/President/speeches/augsburg.html> … A simple message from my own father has always motivated me. … He always would say to us: “Aim for the stars, so that you will reach the treetops, and at any rate, you will get off the ground.” In other words, if you do not aim high, you will not go far. He also believed that it was important to help somebody else along the way. I have taken my father’s advice throughout my career, and woven it into a common thread with three basic strands. They are excellence, leadership, and community. It was Aristotle who said, “Excellence is an art won by training and habituation. We are what we repeatedly do. Excellence, then, is not an act but a habit.” After all, if you are going to spend precious time doing something, why not do it well? And, when you do things well, it becomes your habit. Secondly, leadership is a fundamental responsibility we all own. … Leadership encompasses a clarity of vision, an understanding of the broader context, as well as the articulation to share that vision with others. It takes perseverance, and requires very hard work, but an effective leader sets an example by working hard, by being ethical, and by inspiring others to do the same. … The final strand is community. What I mean by community also might be termed inclusiveness. In the global community in which we live, inclusiveness is key, because it is the estrangement of individuals, or of groups, or of peoples, or of nations that is responsible for the divisiveness that haunts us—that makes the world a more dangerous place. … Optimism also is part of my father’s legacy. As a result, I am determinedly optimistic about the future. Optimism and hope are contagious. … Indeed, it is a force for change, and it can move people to take positive action. … So, give generously. Aim high. Lead with your gifts. Stay positive. Look forward. Do not be discouraged. Lead with optimism. Challenge yourselves. Find joy in everyday life. If you do all of these, I am confident that you can lead us to a future of peace, a future of greater safety, security, and health for all—a future in which hope prospers, and love and service guide us. Now is your time. Be that future, and you can change the world. Three graduates smile for the camera during the ceremony in Melby Hall. 29 Gregory McKusky, who received a B.A. in physics, joins family and faculty in Murphy Park after the Commencement ceremony. A graduate poses for a picture following the ceremony. THE AUGSBURG COLLEGE 623 Candidates for graduation 347 Day program candidates 152 Weekend College candidates 83 Graduate program candidates (12 Master of Arts in Leadership, 30 Master of Social Work, 14 Master of Arts in Nursing, 24 Master of Science in Physician Assistant Studies, 3 Master of Arts in Education) 33 Rochester program candidates 8 10 Jennifer Hagen, who graduated with a B.S. in chemistry, relaxes with friends. CLASS OF 2004 19-64 United Hospital candidates Countries represented (China, Colombia, Republic of Korea, Laos, Liberia, Mexico, Mongolia, Norway, Spain, Taiwan) Age range of graduates in the Class of 2004 MASTER OF ARTS IN NURSING—CLASS OF 2004 A grad poses with her family after receiving a bouquet of roses. 30 The Master of Arts in Nursing program celebrated its third class of graduates. Here, graduates and faculty posed for a picture following the ceremony. Spring/Summer 2004 COMMENCEMENT 2004 The 135TH YEAR of Augsburg College THE CLASS OF 2004’S OLDEST AND YOUNGEST EDUCATION HAS NO AGE LIMIT ABBEY PAYEUR, AGE 19, OF CHAMPLIN, MINN., AND MARYANN KINNEY, AGE 64, OF ROCHESTER, MINN., ARE THE YOUNGEST AND OLDEST OF AUGSBURG’S GRADUATING CLASS OF 2004. PAYEUR ALREADY HAD A TWO-YEAR COLLEGE DEGREE WHEN SHE FINISHED HIGH SCHOOL BACHELOR’S AND DEGREE COMPLETED IN A ELEMENTARY EDUCATION AT AUGSBURG IN TWO YEARS. SHE PLANS TO TEACH AND RETURN LATER FOR GRADUATE SCHOOL. KINNEY HAS BEEN A STAFF NURSE AT SAINT MARYS HOSPITAL IN ROCHESTER FOR MORE THAN 25 YEARS AND DECIDED TO SEEK A MASTER’S DEGREE IN NURSING. SHE HAS NO PLANS TO RETIRE SOON, BUT WANTS TO SERVE PEOPLE WITH LOW INCOME AND HOMELESS POPULATIONS. Spring/Summer 2004 By some accounts, at age 64, Maryann Kinney should be making plans for her retirement. Would she like to travel? Spend more time with friends? Instead, she walked down the aisle of Augsburg’s gymnasium in Melby Hall, adorned in cap and gown. Kinney graduated with a Master of Arts in nursing degree and isn’t considering leaving the workforce anytime soon. “I probably should think about my retirement, but I’m just going to keep on going,” she says. This hospice volunteer for the past 18 years has always spent much of her time serving others. A nurse since 1978, she has worked in Appalachia and with orphaned children in Romania. “Nursing is a profession where care is always our key element,” says Kinney. After three attempts at attaining a master’s degree, the fourth time proved to be a charm. She began at Augsburg in the fall of 2001. Kinney was finally able to reach her goal, with the help of a supportive supervisor at Saint Marys Hospital in Rochester, where she currently works, and close attention from Augsburg faculty whom she says, “build on your strengths and work with your weaknesses.” To Kinney, it was well worth the effort. “To keep up with all of the changes that are going on in nursing, you really need an advanced degree,” she says. “Unfortunately, many nurses who get the degree get out of nursing. They go on to get more administrative roles. Augsburg’s program prepares you to stay in nursing. I think most of the students that finish here stay in patient care.” Kinney has a deep appreciation for Augsburg’s commitment to the community and their awareness of the by Jessica Brown broader issues, outside of what just affects the campus. After graduation she would like to do work with povertystricken or homeless populations, areas where she gained experience through her work at Augsburg’s Central Nursing Center, located in Central Lutheran Church in downtown Minneapolis. Kinney was also afforded the rare opportunity to do her clinical practice in London, England, at St. Christopher’s hospice under the tutelage of founder Dame Cicely Saunders. Saunders, at age 85, still works at the hospice every day. She was a true inspiration to Kinney and reinforced a desire to work with those less fortunate. Kinney is no less of an inspiration in her own right, “I carry a bag of dirt in my pocket. I have for a long time. I like to keep it with me to remind me to always stay ‘grounded’,” she says. Often when others around her seem to be feeling overwhelmed she will share her secret—“I take it out of my pocket and everyone knows that they have to get grounded.” At the very least it offers those around her a moment to pause and smile. Kinney is grateful to Augsburg for helping her achieve her goal, “I think Augsburg is awesome. Not only are the school, the classes, and the professors great, but I was also really impressed with the students. I can’t believe how nice they are,” she says. “The greatest gift one can give to another is a chance. That is what Augsburg did for me. It is almost impossible as a staff nurse to have one’s educational needs met. Augsburg went that mile.” Jessica Brown is a communication specialist in the Office of Public Relations and Communication. 31 COMMENCEMENT ON THE FAST TRACK TO A CAREER IN TEACHING At a time when many 19-year-olds are still early in their adventures in higher learning, Abbey Payeur is completing that adventure and embarking on a new one. Payeur, of Champlin, Minn., got on the fast track and never jumped off. She enrolled in the Minnesota Post Secondary Enrollments Option program (PSEO) at the age of 15. The PSEO program allows high school juniors and seniors to take courses for credit at public and private postsecondary institutions while still in high school. Payeur decided to take full advantage of the opportunity before her and enrolled full time at North Hennepin Community College (NHCC). Because of her young age, she had to be driven to her first year of college courses by her mother. Thus, her final two years of high school were spent away from the Champlin Park schools where she’d began. “Mostly I wanted more independence, more choices in the classes I was free to take, more of a challenge,” says Payeur. When she participated in graduation ceremonies at Champlin Park High School in spring 2002, she already had an Associate of Arts degree under her belt from NHCC. Payeur always had a passion for 32 by Jessica Brown learning, and a decision about her learning after high school was an easy one. She went to a guidance counselor and asked about the better schools for elementary education. “I love school and I think I can reach the kids like me [that love school] and also the kids that don’t like it as much,” she says. “I just want to let them know how much your life can change if you choose to do well in school.” Augsburg College was at the top of the recommended list, and after an initial interview with Professor Vicki Olson, it seemed like a good fit. Payeur decided the small class sizes and the personal relationships you make with the professors was what she wanted. Payeur enrolled at Augsburg in the fall of 2002 at the age of 17. Being the youngest in class periodically posed certain challenges. “Sometimes people in class didn’t give much credit to what I would say because I was ‘just a baby,’ ” says Payeur. Very quickly, however, after the other students got to know her, she was on the same playing field as everyone else. Sometimes her youth and experience were advantages in the classroom. “There was a discussion about the Minnesota Graduate nursing student Maryann Kinney reminisces with Tony Bristo about experiences in England at Augsburg’s Central Nursing Clinic at Central Lutheran Church in downtown Minneapolis. 2004 graduation standards—profiles of learning,” Payeur says. “The other students were debating them but none had ever experienced them. I was actually in school when those were in place, and so I had a unique perspective that could add to the class.” Payeur graduated Summa Cum Laude from Augsburg with a Bachelor of Arts degree in education and marched with her fellow classmates in the Commencement ceremony. In August she begins her student teaching at Oxbow Creek Elementary School in Champlin, where she lives with her husband, Micah. The next step for Payeur is looking for a permanent teaching position. After that she says, “I may return to Augsburg to complete a minor in special education or get my reading specialist certification, and eventually I would like to get a master’s degree, but I want to teach in the classroom for a while first.” Whatever she decides to do, even Payeur has to agree that she has plenty of time. Jessica Brown is a communication specialist in the Office of Public Relations and Communication. Abbey Payeur, at 19 years old, is the youngest Augsburg graduate in the Class of 2004. With an elementary education degree, she aims to teach full time and then consider graduate school. Spring/Summer 2004 SHARING A PASSION FOR SOCIAL JUSTICE by Keme Hawkins and Judy Petree Though this group of five social work students came from very different walks in life, together they discovered how their shared passions and compassion for each other helped them succeed. Throughout the past two years in Weekend College, as they faced a variety of challenges and demands on their personal and academic lives, collectively they supported each other to achieve their highest potential as students and successful graduates. Vernona Boswell, Lymoua Mouacheupao, Darin Rowles, Sophia Thompson, Matthew Thornhill, and Geralyn Williams all entered the social work program together, and on May 1 they graduated together. “They discovered that they share the passion for social justice and service to others that is the hallmark of Augsburg College,” said Tony Bibus, associate professor and social work department chair, about the group’s commitment. Three of the students shared their stories. LYMOUA MOUACHEUPAO enrolled at Augsburg after her husband lost his battle with liver cancer and left her to raise four sons. Going back to school was her way to deal with grief. “I needed a sense of meaning in life,” Mouacheupao said, and she appreciated the shared common bond of family responsibility felt in this group. GERALYN WILLIAMS came to Weekend College in 1997 after having gone in and out of college programs at other institutions for 15 years. Not sure what she wanted to do, she left school and worked at an office job, but never let her desire to finish college fade. When she finally started looking at schools Spring/Summer 2004 First row (L to R) Lymoua Mouacheupao, Matthew Thornhill, Second row (L to R) Geralyn Williams, Darin Rowles, Vernona Boswell, Sophia Thompson. again, it was the weekend program that attracted her to Augsburg. DARIN ROWLES began taking courses at Augsburg through the postsecondary program during his senior year in high school. He completed his freshman year at Augsburg until family issues, chemical abuse, and other difficulties forced him to drop out. In the mid-90s he completed an associate degree, but wanted a four-year degree. “Education has always been very important in my life, and returning to Augsburg had deep meaning to me. It was part of my plan to finish where I had started years ago.” Before Rowles resumed his education, he worked in corporate America at jobs with great pay and amazing benefits, Rowles said, but that were less than satisfying. He also worked at an adult foster home for people living with AIDS. “I found this work to be very fulfilling,” he said. “I knew I had the knack for working with people in need and keeping a level head during difficult circumstances. Social work seemed a good blend of these strengths.” The students found that studying in their cohort drew them together in rewarding ways. Initially, Rowles said he was concerned about spending two years with people who would end up sharing much of their lives with each other. He quickly learned this wouldn’t be the case. “Even though our group represented a diverse mix of race, gender, sexual orientation, age, religion, employment background, and so on, we formed a very close bond, very quickly. Our diverse backgrounds led to lively, informed debates as we moved through our social work curriculum.” Williams said it was comforting at times going into class knowing this would be there. “I knew them well enough to feel comfortable calling them when I needed help or had questions about class assignments. I really appreciated the relationship I have with them.” Besides sharing help with academics, their mutual support was on a more personal level. Rowles said they listened to each other’s difficulties, and when one person was having an especially rough week, others would step in and be more involved with class discussion to lighten the load. “We let each other vent about the bad times and celebrated the good times,” he explained. “I honestly don’t know how I would have survived the past two years without the support of my classmates.” D.J.M. Edwards, social work undergraduate program assistant, said that weekend students often feel they are on their own, and a support group is a great advantage. “Working in a cohort breaks down barriers over time,” he said. “When ideas can flow without impediments the course material really starts to come to life.” This was an unusual group, he said, and definitely worked together as a unit, “We are so proud to have been partners in their educational journeys,” Bibus added. “The social work profession stands to gain mightily as they embark on their careers. The world will change for the better!” Keme Hawkins is a Weekend College communication major. Judy Petree is media relations manager in the Office of Public Relations and Communication. 33 AAlumni LUMNINews NEWS From the Alumni Board president’s desk… I was honored to speak at Augsburg’s 135th Commencement on Saturday, May 1. More than 600 graduating students participated in the ceremony, and of these, nearly 350 were day students and 152 were Weekend College students. In addition, 33 were Rochester program candidates, and 83 received graduate degrees. These figures are in sharp contrast to those of my own Commencement ceremony 20 years ago when Weekend College had just been launched and the Rochester and graduate programs did not yet exist. Needless to say, the College has evolved in many ways over the past two decades. An Augsburg degree not only indicates that the bearer possesses knowledge, but it also suggests that the bearer has the wisdom to face challenges with confidence, integrity, and honor. In fact, as alumni, we have been blessed by the time spent immersed in the Augsburg community and its ethos—i.e., that we mattered and that with a transforming education we could make a positive difference in the world. We have been given an incredible gift. Indeed, this gift reflects the Christian heritage of Augsburg. In Romans 12, Paul writes, “do not be conformed to this world, but be transformed by renewing of your mind, so that you may prove what the will of God is, that which is good and acceptable and perfect.” An Augsburg education does not end with Commencement. Instead, it is the beginning of a journey of continuous renewal. We have been transformed to appreciate that there is joy doing that which one is called to do in service to others. New graduates are now members of the Augsburg Alumni Association. What does it mean to be a member of the Alumni Association? It means staying connected to the College. Check in with us by phone (612-330-1178 or toll free 1-800-260-6590), the Web (www.augsburg.edu/alumni), or via email (alumni@augsburg.edu). Let us know what you are doing. Tell us about jobs, marriages, children, moves, and other achievements. Being an alum also means serving as an ambassador of the College. Without a doubt, many of you are or will be leaders in your communities and people will wonder what makes you shine, and part of that is being an Auggie! Attend events sponsored by the College such as Homecoming and Advent Vespers. Visit former professors. Support the College with financial and service gifts. Finally, keep the College, its students, and its faculty in your prayers. A great mission is being accomplished at Augsburg, of Auggies at the Minnesota State Fair D on’t forget to stop by the Augsburg booth at the Minnesota State Fair Aug. 26–Sept. 6. Located in the Education Building, the booth will feature alumni prize drawings, give-aways, special guests, and more. For schedule information or to volunteer for a four-hour shift at the booth, call Bobbie Chong in Public Relations and Communication at 612-330-1180 or e-mail <chong@augsburg.edu>. 34 Save the date: Annual ice cream social T he annual ice cream social at the Augsburg House will be held Aug. 31. Watch your mailbox for further details, or call Alumni/Parent Relations at 612-330-1178 or e-mail <alumni@augsburg.edu>. Stephen Geffre On behalf of the Augsburg College Alumni Board and Association, I would like to extend heartfelt congratulations to the Class of 2004 on a job well done! which you and I are beneficiaries. The College depends on your support and enthusiasm for this mission. As alumni, these are gifts that we can give back to the school that has given us so much. Again, congratulations to the Class of 2004. Welcome to the Alumni Association and God bless you on the journey you are about to commence! Paul S. Mueller ’84, M.D. President, Alumni Board 2004-2005 Alumni Board meeting schedule A lumni Board meetings for the 20042005 academic year will be held Aug. 17, Nov. 16, Feb. 15, Apr. 19, and June 21. Meetings are open to the public and all alumni are invited to attend. Meetings are located in the Minneapolis Room in Christensen Center at 5:30 p.m. For more information, visit the alumni Web site at <www.augsburg.edu/alumni>, call 612-330-1178, or e-mail <alumni@augsburg.edu>. Spring/Summer 2004 A-Club and AWAC merger unites resources, strengthens fundraising efforts by Rebecca Welle ’05 with contributions by Lynn Mena W hen we hear the word “merger,” we usually associate it with two organizations coming together to achieve a higher goal. This is precisely what the new Augsburg College A-Club is planning to accomplish. As briefly reported in the winter issue of the Augsburg Now, the College’s two alumni athletics organizations—A-Club and the Augsburg Women’s Athletic Club (AWAC)—merged in November. This joint venture provides an even stronger foundation and organization dedicated to supporting the success of Augsburg athletics. The first official meeting of the new AClub was held November 4, and those involved are prepared for the challenge. The Executive Committee of six men and six women has updated the constitution and has also created a critical structure of committees to move the organization forward. These committees address the Athletic Hall of Fame, the annual golf tournament, membership, special events, communications, and finance/fundraising. Augsburg staff liaisons to the A-Club include Jeff Swenson ’79, assistant dean for athletics and recreation, and Heidi Breen, associate director of alumni/ parent relations. Dick “Pork Chops” Thompson ’61, president of the former A-Club, serves as interim chair, and the first A-Club Executive Committee includes: Kathie Erbes ’70 (treasurer), Dustin Froyum ’98, John Harden ’70, Jane Helmke ’83, Mark Hultgren ’82, Dick Kelley ’72 Ron Main ’56, Lisa Nos ’99, Tracy Tomforde ’92, Lisa Trainor ’81, and Tim Wendt ’83. “We are very pleased that this [merger] has taken place and will be even more pleased with the results,” said Thompson. On June 28, the new A-Club successfully hosted its first joint golf tournament—the 41st Annual Clair Strommen A-Club Golf Tournament—at the Pebble Creek course in Becker, Minn. Proceeds from this annual event underwrite various A-Club activities, including the Hall of Fame banquet. Spring/Summer 2004 taken place and are anxious to make a Deep roots and passionate goals positive impact. On the immediate For more than a half-century, the horizon, the new A-Club will be a major Augsburg A-Club has been a vital link for fundraising force for the proposed South the past, present, and future of Auggie Wing expansion of Melby Hall. The athletics. The original A-Club for athletic project is an important and necessary step letter winners was started in 1937 by four in upgrading facilities for all students, of Augsburg’s top student athletes—Ken staff, physical education majors, and Schmit ’38, Jerry Person ’39, Hoyt intercollegiate athletes. Messerer ’39, and faculty adviser Dick “This merger will combine all alumni Pautz ’37. The club is one of the oldest of Augsburg’s 18 sports into a single athletic alumni organizations in the state. advocate, dedicated to the successful Over the years the A-Club has kept tradition of excellence in education, close ties with the College and its athletes recreation, and athletics at Augsburg,” through social, athletic, and fundraising said Swenson. events. The A-Club was instrumental in As a volunteer membership raising money for numerous major organization, the A-Club is dependent on athletic facility improvements, such as the the support and active participation of all Edor Nelson athletic field, the Melby Hall athletic alumni to make it a success. If fitness center and renovation project, the you'd like more information about how annual Hall of Fame dinner and program, you can help Augsburg’s A-Club, contact the Hall of Fame display in the Melby Hall Merry Ross at 612-330-1245 or lobby, locker room improvements, and <rossm@augsburg.edu>, or contact many other projects totaling more than Jeff Swenson at 612-330-1241 or $4 million in value. <swensonj@augsburg.edu>. AWAC was started as an alumni group in 1983 by Helmke to provide female athletes with the same opportunity to stay connected to Augsburg athletics. In 1989, AWAC honored the first women inductees in the Augsburg Athletic Hall of Fame. “This new joint venture is truly the best future for both organizations,” said Helmke. “It unites all resources, talent, and passion into a single cause directed at supporting the success of Augsburg athletics.” Augsburg’s two alumni athletics organizations, A-Club and AWAC, merged in November 2003. Above, Bob Strommen ’74 (center) Thompson, addresses the audience with President Frame and his mother, Helmke, and all Gladys (Boxrud) Strommen ’46, by his side during the Clair members involved said Strommen A-Club Golf Tournament dinner in June 2003. The tournament, the largest yearly fundraiser for the A-Club, was they are excited this renamed in honor of his father, Clair Strommen ’46, in 2002. merger has finally 35 CLASS NOTES Class Notes Gloria (Greguson) Johnson, Minneapolis, left the Golden Valley City Council after 27 years of service. She will continue to work as a substitute teacher in Robbinsdale District 281 schools, as well as to serve on the Golden Valley Foundation, Envision steering and youth committees, and sing in the church choir. 1950 Phebe (Dale) Hanson, St. Paul, published a new book, Why Still Dance: 75 years: 75 poems. Hanson recently read from her book at Kieran’s Irish Pub in Minneapolis after it was chosen by The Rake magazine’s Happy Hour Book Club as a “selection of the month.” 1953 Quentin Goodrich, Port Ludlow, Wash., was elected vice president of the Washington State School Directors Association, an organization of almost 1,500 school directors in Washington. He served on his local school board for over 16 years and has been re-elected for another four-year term. Quentin is also chairman of the School Trust Lands Task Force for his state association. 1956 Richard Thorud, Bloomington, Minn., retired after 34 years with the Toro Company. He was senior principal research engineer and holds 52 patents. 1957 Lois (Kolden) Larson lives with her husband, Donald, in Seaside, Ore., a small tourist town on the northern Oregon coast where Donald is mayor. 36 The Larsons can be contacted at <larsondonlo@harborside.com>. 1958 Doris (Johnson) Deml, St. Cloud, Minn., received the Ray Johnson Distinguished Service in Senior Housing Award, given annually through the Minnesota Health and Housing Alliance to one recipient in Minnesota. Doris is director of operations at Clearwater Suites, an assistedliving facility in Alexandria, Minn. 1966 Judith Engle Christenson Kerr, Cornucopia, Wis., graduated from Luther Seminary with a Master of Arts in Doctrine and Theology in May 2003. She is pursuing her M.S./Ph.D. in distance learning from Capella University. She can be contacted at <jkcorny@yahoo.com>. Daryl Kosloske, Winston-Salem, N.C., is president and CEO of Behavioral Health Resources, Inc. (BHR), which manages health and substance abuse benefits for health plans and self-insured employers in North Carolina. Daryl was previously vice president of behavioral health services for NovantHealth. He received his M.S.W. from the University of Denver. His wife, Hilary, is a stockbroker and the couple has two daughters, ages 11 and 16. ordained in March 2000. He continues to coach volleyball at Grand Meadow High School, and was inducted into the Minnesota Volleyball Coaches’ Hall of Fame in November. 1968 Jan Pedersen Schiff, Mill Valley, Calif., received the Milley Award for creative achievement in the arts, presented by the Mill Valley Art Commission. She is the artistic director and founder of Singers Marin, a non-profit organization of choruses for youth and adults. Wayne Hansen, Cheyenne, Wyo., is director of the Cheyenne Frontier Days Old West Museum and the Cheyenne Depot Museum. His wife, Lois B. Hansen ’69, is a quilter and artist and also sings with the Capital Chorale in Cheyenne. The couple recently celebrated their 35th wedding anniversary. 1971 Bessie Hughes, Minneapolis, was included in an article in the winter 2003-04 issue of Minnesota History magazine that featured her husband, Solomon Hughes, who before his death in 1987 was a top Minneapolis-based golf professional. The article investigated his 1948 battle with the then “white-only” PGA when he attempted to enter the St. Paul Open tournament. 1973 William Payne, Mendota Heights, Minn., was named an assistant professor in Metropolitan State University’s College of Professional Studies, where he coordinates the alcohol and drug counseling major and teaches undergraduate courses in alcohol and drug counseling, chemical dependency counseling, and dual disorders. William came to Metropolitan State University in 2000; he previously taught in the INTERNATIONAL ALUMNI Courtesy photo 1948 1967 Rev. Ron Prigge, Racine, Minn., is a pastor at the dual parishes of Immanuel (Racine, Minn.) and St. John’s (Sargeant, Minn.) Lutheran churches. After teaching and coaching (football, wrestling, and volleyball) for 30 years, he enrolled at Concordia Seminary, St. Louis, Mo., and was Nohn Rebecca Kidau ’88 currently resides in Monrovia, Liberia, where she assists the deputy minister for special projects at the Ministry of State for Presidential Affairs. Spring/Summer 2004 ALUMNI PROFILE by Rebecca Welle ’05 When the Rev. Dr. Ben H. Coltvet ’66 toured with the Augsburg Choir to Berlin in 1965, little did he know that he would eventually return to Berlin as a pastor at the American Church in Berlin (ACB). Courtesy photo Rev. Dr. Ben H. Coltvet ’66: Pastoral call leads to Berlin Coltvet is currently serving as pastor of the ACB, where he and his wife, Margit, reside. He and Margit found their way to Berlin through the Division for Global Mission (DGM) of the Evangelical Lutheran Church of America (ELCA). “It was in the interview process and selection process for working with DGM that a call was extended to us to serve in Berlin,” said Coltvet. The ACB is an independent church that has close relationships with the ELCA, the American Foreign Christian Union (AFCU), the Association of International Churches in Europe, the Middle East, Africa, and the Evangelische Kirche in Berlin-Brandenburg. Coltvet graduated from Augsburg with a B.A. in biology and a minor in political science. “I was going to be a funeral director,” Coltvet said, but “instead ended up going to the Luther Theological Seminary in St. Paul.” Courtesy photo At Luther, Coltvet received a Master of Divinity degree and then went on to attain a Certificate of Supervised Training in Marriage and Family Therapy from the University of Pennsylvania. Later, he received a Doctor of Ministry degree from Eastern Baptist Theological Seminary in Philadelphia in Marriage and Family Care. During his time at Augsburg, Coltvet served as president of the Augsburg Choir, president The Rev. Dr. Ben Coltvet ’66 and his wife, of Student Christian Fellowship, and Margit, reside in Berlin, Germany, where was involved in Men’s Senate. It was at Coltvet serves as pastor of the American Augsburg that Coltvet met Margit. Church in Berlin. After two years at Augsburg, Margit transferred to Cornell University for a degree in nursing, and in 1968 they were married. The members of the ACB come from more than 15 Christian denominations and more than 30 different nations. They are united by three commonalities, which include their Christian faith, the English language, and the spirit of tolerance that appreciates and rejoices in the difference. The congregation consists of nearly 280 attending members with an average Sunday attendance of 175 worshippers. Their congregation has been welcoming worshippers to Berlin since the mid-1880s and has ministered to an estimated 1,250 members and countless visitors seeking a spiritual home in the past 25 years. The location of the ACB holds great significance, Coltvet said, not only because of the city it is in, but also because of the building itself. The importance of the city of Berlin has to do with its “unique physical location, its historically symbolic importance, and its current political importance,” Coltvet said. Because of this, “ACB recognizes a compelling need to play a Christian role in building bridges across diversity in the city.” Coltvet and his wife enjoy living in Berlin and have an avid interest in traveling, as they have ventured to Romania, Slovakia, the Czech Republic, Kenya, Cameroon, Tanzania, England, Hungary, Austria, and Italy all in the last few years—much of this travel being work related. The Coltvets have five grown children and four grandchildren who are scattered throughout North America. Their youngest daughter attends graduate school at the Cleveland Institute of Music in Cleveland, Ohio, for violin performance. The American Church in Berlin, where the Rev. Dr. Coltvet ’66 serves. Spring/Summer 2004 This October, the Alumni Association tour to Germany and Eastern Europe will feature a special worship service with Coltvet at the ACB. 37 Class Notes Phil Lundin, Apple Valley, Minn., was named the 2003 National Coach of the Year by the U.S. Track Coaches Association. Phil, who is the men’s track and field coach at the University of Minnesota, is the first Minnesota men’s or women’s track coach to earn the national honor. He has been the head coach of the Golden Gophers’ men’s track and field team since 1996. He also earned Big Ten Coach of the Year and the USTCA Midwest Region Coach of the Year honors. He and his wife, Sue, have two children: Dann, 22, and Teresa, 15. Stephen Geffre Stephen Geffre 1974 LUTHERAN FREE CHURCH REUNION AND CELEBRATION Stephen Geffre addiction counseling and human services programs at Minneapolis Community and Technical College. 1975 Patricia (Phelps) Georg, Hopkins, Minn., received both the Minnesota Teacher of the Year Award from the Air Force Association and the R.W. Rawlings Teacher of the Year Award for 2003. 1976 Chris Jensen, St. Paul, is a teacher at Mounds Park Academy, where he has worked for 20 years. From 1994-96 he and his wife, Barbara, a children’s book author and illustrator, traveled to Lima, Peru, to teach at an international school. He receives periodic leaves for education and travel abroad, the two most recent being a trip to Tanzania to accompany elephant DNA researchers, as well as a vacation with his wife’s South African family to Botswana. In addition to teaching and traveling, he continues to enjoy playing and coaching soccer Rev. Dr. Norman W. Wahl, Rochester, Minn., celebrated the 38 A festive celebration of the tradition and heritage of the Lutheran Free Church was held June 12. Alumni and friends gathered at Augsburg for a special day of worship, “singspiration,” testimonials, lectures, dining, and conversation. 25th anniversary of his ordination in June. He is the executive pastor at Bethel Lutheran Church in Rochester, and is married to Kathryn (Anderson) ’76. 1977 Pamela Carlson and her husband, Phil Heide ’58, recently returned from spending a year working and living in Oslo, Norway, where Pamela was cantor, organist, and choir director at Holmen menighet (congregation) in Nesbru, Norway. Holmen is part of the Lutheran Church of Norway. Their 10-year-old daughter, Selena, attended fourth grade in a Norwegian school. Bruce Cunningham, Maplewood, Minn., was elected president of the Minnesota Osteopathic Medical Society for 2004-2006. Bruce is a family physician at MinnHealthWoodbury and serves on the National Board of Osteopathic Medical Examiners and the Commission on Osteopathic College Accreditation. He and his wife, Pam, have four children ranging in age from 11 to 18. Heidi (Leaf) Haagenson, New London, Minn., completed her master’s degree thesis at St. Cloud State University, titled: “The Nonlinear Nature of Jamaican Women’s Writing: Louise Bennett,” and dedicated this work to the children at Sunbeam Boys Home, near Spanishtown, Jamaica, where Heidi has traveled many times since 1995. While in Jamaica, Heidi is involved in work projects at the Sunbeam Boys Spring/Summer 2004 Jacqueline Knight, Minneapolis, was featured in the Minneapolis Star Tribune for her work as writer and director of Youth Performance Company’s production, Freedom Riders, recently performed at the Howard Conn Fine Arts Center in Minneapolis. Jonathan Moren, Eden Prairie, Minn., has been a dentist with the Boynton Health Service at the University of Minnesota for over 20 years. In addition, he is co-owner of a private dental office in Edina, named Pentagon Dental Group, Ltd. He is the official team dentist of the Minnesota Twins baseball team. Jonathan was recently chosen as president-elect of the Minneapolis Dental Society. He will take over the presidency for a one-year term in April 2005. He is married to Bonnie (Lamon) ’78, an adapted physical education teacher for Bloomington Schools. 1980 Brett Batterson, Gross Pointe, Mich., was named executive director of the University of Chicago’s Auditorium Theatre. Brett was previously chief operating officer of Detroit’s Michigan Opera Theatre, and also served as manager of the Detroit Opera House. Judith Driscoll, Maplewood, Minn., received a master’s degree in marriage and family therapy from the University of Wisconsin-Stout in May. She can be contacted at <driscoll.j@juno.com>. Carolyn (Johnson) Spargo, Chaska, Minn., was named to the “Who’s Who in America” 20032004 directory. Spring/Summer 2004 Bob Wick, St. Louis Park, Minn., received the “Building Responsible Youth” award from the Minnetonka Rotary Club for his work in youth ministry. He has been an integral part of shaping youth ministry on the junior high and senior high levels. His involvement with mission trips, youth retreats, and mentoring youth in confirmation and beyond has connected him with many of the youth at a critical time in their lives. ALUMNI IN THE MILITARY Courtesy photo 1978 1981 1982 Wendy (Fiscus) Dybdal, Mendota Heights, Minn., completed her master’s degree in organizational management from the University of Phoenix in 2002. She works in management at Abbott Northwestern Hospital in Minneapolis, and has two children—Kyle and Kira—with her husband, Kevin. 1987 Sharon A. Romano, Minneapolis, is enrollment and student services assistant director and liaison for American Indian students at Metropolitan State University. She previously served as staff assistant at the Minnesota Indian Affairs Council as well as multicultural affairs director at Anoka-Ramsey Community College. Samantha Michele Kronschnabel ’03 graduated as a combat engineer platoon commander from Marine Corps infantry school in Quantico, Va., in March. She reported to Camp Lejuene, N.C., for duty and welcomes correspondence via e-mail at <kronsch5@hotmail.com>. CHAMBER MUSIC RECITAL & HIGH TEA Staff photo Home and enjoys spending time with the boys. She received an American Association of University Women Career Development Grant in 2001. 1988 Eric Sime, Rochester, Minn., received the National Service Provider of the Year Award from the National Association of Career and Technical Educators at their annual national convention in Orlando, Fla., in December. He was named a Minnesota state award recipient in February 2003, making him eligible for the national award. Eric is the special needs advisor/ADA coordinator for Rochester Community and Technical College. Music scholarship donors and recipients gathered April 21 for the annual Chamber Music Recital & High Tea, an event that allows donors to attend a performance by the recipients of their scholarships as well as to enjoy tea and hors d’oeuvres with the students following the recital. Pictured above, Borghild Gisselquist (left) and senior Emily Forsberg (right) are served by Ned Kantar, assistant professor of music (center). 39 Class Notes 1991 Patricia (Noren) Enderson, Elk River, Minn., is senior marketing communications specialist at Kern, DeWenter, Viere, a CPA and business advisory firm located in Minneapolis and St. Cloud. Carolyn Pool, Minneapolis, starred in Mercy of a Storm at Florida Stage in Manalapan, Fla. The production was written by Twin Cities’ playwright Jeffrey Hatcher and directed by Guthrie dramaturg Michael Bigelow Dixon and featured a Twin Cities’ cast. The theatre critic for Florida’s Sun-Sentinel wrote that Carolyn’s performance was “comic but with an edge, making the play sparkle like shattered glass.” Darbi Worley, New York, was cast in the Bat Company at the Flea Theater in New York City, a resident company at The Flea. Each year over 1,000 actors audition for a spot in the 30-person company. She performed in the play Design Your Kitchen, April 14 through May 22. She also filmed scenes for the new Glenn Close movie, Heights, and an episode of HBO’s The Sopranos. Her Web site is <darbiworley.com>. 1992 Heather Johnston was named Minneapolis budget director for the Minnesota Department of Finance. She spent three years at the federal Office of Management and Budget in Washington, D.C. David L. Murr of Boston University, now at Dartmouth College, was awarded the 2004 Scarf Award, given to one person, worldwide, each year for an outstanding Ph.D. thesis in the field of space science. In his dissertation, “Magnetosphereionosphere coupling on mesoand macros-scales,” he uses both data analysis and MHD simulations to comprehensively address the physical processes of two magnetospheric-ionspheric coupling phenomena: traveling convection vortices and the response of the global magnetosphere-ionosphere convection pattern to the Staff photo Staff photo AUGSBURG CONCERT BAND 2004 TOUR changes in the interplanetary magnetic field. David will present an invited talk on the subject of his thesis at the 2004 fall AGU meeting in San Francisco. Lisa (Barber) Zahn, Richmond, Minn., opened a yarn shop called The Itty Bitty Knit Shop, Ltd., in Richmond. She and her husband, an elementary music and band teacher for the St. Cloud public school district, have a son, Elijah, in first grade, and a daughter, Rose, a preschooler. 1995 Daniel R. Werner, St. Paul, is a mortgage broker/loan officer with Regents Mortgage. He can be contacted at <DWerner@ regentsmortgage.com>. Jon Olsen, Minneapolis, is an electronic solutions coordinator at ProGroup, a diversity and management consulting firm. Jon and his wife, Leann (Freeberg) ’96, have a daughter, Eleanor, 1. Jane Jeong Trenka’s book The Language of Blood: A Memoir was named Best Book by a Local Author by City Pages. The book was also cited by the Minnesota Humanities Commission for a “New Voice” commendation, received the Minnesota Book Award for “Autobiography/ Memoir,” and was a Barnes & Noble Great New Writers selection. The Augsburg Concert Band toured the Midwest May 2–8, stopping in Sebeka, Minn.; Rugby, N.Dak.; Glendive, Mont.; The Black Hills, S.Dak.; and Chamberlain, S.Dak. Pictured above is alumnus Dave Kerkvliet ’95 (left), Sebeka High School band director, standing with Robert Stacke ’71 (right), Augsburg Concert Band director, in front of Kerkvliet’s high school band. The Augsburg and Sebeka bands performed a joint concert for the entire (K-12) Sebeka school on May 3. Pictured at right is junior Molly Erickson (left) and senior Sara Lahr (right) posing in front of Mount Rushmore in South Dakota. 40 1996 Tracy Mazion Smith, Inver Grove Heights, Minn., graduated from the University of Maryland in May with a Master of Science in Health Care Administration. She is the coordinator of the donor egg program at the Center for Reproductive Medicine. She lives with her husband, Drew, and children (Thea Ose and Aidan Smith) in Inver Grove Heights, Minn. Spring/Summer 2004 Courtesy photo ALUMNI AMBASSADORS The deployment included training and real-world operations in Iraq and Liberia. 2000 Lewis Nelson is enlisted in the U.S. Army, where he studied Korean at the Defense Language Institute in Monterey, Calif., for 63 weeks and received an associate’s in Korean. He was then assigned to the 101st Airborne Division’s 311th Military Intelligence Battalion, stationed in Ft. Campbell, Kentucky. He married Holly Ann Downs in 2003 and the couple has a son, Benjamin Lewis, born in December. Lewis is currently in Mosul, Iraq. Sharon (Hendrickson) Gronberg ’67 of Austin, Texas, represented both Augsburg and Texas Lutheran University in March at a Lutheran college fair in Austin. In May, she and her husband, the Rev. Karl Gronberg, returned to Augsburg to attend Commencement and celebrate the graduation of their daughter, Rhia Gronberg ’04, who received her B.A. in international relations and political science. 1997 Renee Blue, Andover, Minn., was named an outstanding teacher by the Anoka-Hennepin School District where she teaches kindergarten at Rum River Elementary School. Renee has been a part of the AnokaHennepin School District for 14 years, including the last three at Rum River. She is part of the Staff Development Committee and the Rum River Family and Teacher Association. Allison Corwin, Salem, Ore., is director of the McKay High School theatre program and teaches theatre and English in the Salem-Keiser School District. Ryan Goetz, Crystal, Minn., became a franchisee of Handyman Connection (www.handymanconnection. com) in March, providing home improvement and repair in the Twin Cities metro area. Andrew Small, Richfield, Minn., was recognized by Minnesota Lawyer magazine as Spring/Summer 2004 one of 15 “up-and-coming” attorneys of 2004. The honorees were selected by the editors from nominations made by bar associations, law schools, judges, lawyers, and other members of the legal community. Andrew works for the Hennepin County Attorney’s Office. 1998 Natalie K. Abbott, Champlain, Minn., received a juris doctor degree from William Mitchell College of Law in St. Paul in January. Ted Schultz, Cannon Falls, Minn., was named athletic director for the Bloomington School District. Previously, he served as activities director and football coach at Cannon Falls. Jason M. Wardlow, a Marine Corps captain, returned from an eight-month deployment onboard the USS Iwo Jima, while assigned to the 26th Marine Expeditionary Unit based in Camp Lejeune, N.C. Anne Marie de Jong, Bloomington, Minn., was quoted in the Minneapolis Star Tribune after attending a fundraising speech by Vice President Dick Cheney in February. 2003 Matthew Groth, Eagan, Minn., appeared as a contestant on NBC’s Fear Factor in April. Andrew Quandt recently graduated from the U.S. Coast Guard Recruit Training Center in Cape May, N.J. Marga Chiri was accepted to graduate school at Purdue University, Ind., to pursue a Ph.D. in computer science. Marga received the GAANN Fellowship and credits his graduate school accomplishment to the McNair Program. 2004 Brian Timm, Minneapolis, was accepted into Luther Seminary and will begin his studies this fall. Weddings Amy S. Ellingrod ’95 married Mark Swain in April. The couple resides in Valencia, Calif. Darlene Mueller ’96 married Matthew Finnerty in March. The couple resides in Tampa, Fla. Jennifer Kettering ’96 married Corey Doerfler in September. Jennifer is a senior project analyst for Qwest. The couple resides in Roseville, Minn. Nicole Warner ’01 married Marc Simml (international student, spring semester, 1999) in June 2003 in Hoversten Chapel. The couple resides in Lippstadt, Germany. Births/Adoptions Bonnie Gutknecht Miller ’91 and her husband, Thurston, Granger, Ind.—a son, Koert Donart, in April. He joins sister Salinda, 2. Bonnie can be contacted at <leaflaker@mail.com>. Heather Johnston ’92 and Dr. Jason Koch ’93, Rochester, Minn.— a son, Simon Koch, in October. Shannon (Schultz) Van Buskirk ’93 and her husband, Renner, S.Dak.—a son, Jacob, in March 2003. Shannon works for Pfizer, Inc., and is pursuing her MBA at the University of Sioux Falls. Dana (Ryding) ’93 and Jeff Martin—a son, Noah Jeffrey, in February. Jessica (Ferrell) ’93 and Brad Zenner ’92, Minneapolis— adopted a daughter, Lily Jin, in October; Lily was born in Hunan, China, in December 2002. Jessica is a business analyst for Marshall Field’s Travel Service and can be contacted at <jessicazenner@ hotmail.com>. Brad works at Fallon. 41 Class Notes Lynnel (Wakefield) ’96 and Ian Taylor, Inver Grove Heights, Minn.—twin sons, Jacob Bruce and Joseph Brian, in November. Lynnel is a business analyst for Express Scripts and can be contacted at <mntaylors@usfamily.net>. Brooke (Manisto) ’96 and Erik Reseland ’98, St. Anthony, Minn.—a daughter, Elsa Leigh, in November. Anne Lalla ’96 and Todd Johnson, Shoreview, Minn.— a son, Evan Edward Johnson, in September 2002. Jessica (Barker) ’97 and Paul Johnson, Minneapolis— a daughter, Lily Grace, in July 2003. Jessica is a business analyst for Target Corporation, and can be contacted at <PaulJessMax@msn.com>. Jennifer (Crego) ’00 and Chad Carls ’00, St. Michael, Minn.— a son, Andrew Joseph, in Send us your news and photos! Please tell us about the news in your life, your new job, move, marriage, and births. Don’t forget to send photos! For news of a death, printed notice is required, e.g. an obituary, funeral notice, or program from a memorial service. Send your news items, photos, or change of address by mail to: Augsburg Now Class Notes, Augsburg College, CB 146, 2211 Riverside Ave., Minneapolis, MN, 55454, or e-mail to <alumni@augsburg.edu>. October. He joins brother Tommy, 2. Chad teaches chemistry at Champlin Park High School. Mia Carol (Kordovsky) ’00 and Dr. James Stafford, Bismarck, N.Dak.—a daughter, Madeline Grace, in February. She joins sister Ellie, 3. Mia can be contacted at <miajim98@hotmail.com>. Nathan Kyle Dorenkamp ’00 and his wife, Mary, Farmington, Minn.—a son, Dominic James, in March. He joins siblings Michael, 5, and Adrienne, 2. Nathan is a software tester at Thomson West. Chad Trench ’02 and his wife, Ann, Minneapolis—a son, Ted Thomas, in October. Elisa Titus ’02 MAL and her husband, Matt—a daughter, Abigail Clara. ALUMNI BENEFITS As a member of the Augsburg College Alumni Association, you are a very important part of the College community and are welcome to receive various benefits and forms of communication: • The award-winning College and alumni magazine, Augsburg Now • The Alumni/Parent Relations Web site, www.augsburg.edu/alumni • College updates and news of your classmates from your class agent • Invitations to Homecoming, reunions, and other special events hosted on campus and in your communities • Access to the fitness center (w/picture ID) and Lindell Library (a one-time fee will be assessed to check out materials) • Access to career services resources • Alumni tuition discount • Legacy Scholarship for qualified family members attending the day school program • The opportunity to attend all regular season home athletic events free of charge • The opportunity to volunteer on leadership boards and committees • The opportunity to register for alumni tours around the world Please contact the Office of Alumni/Parent Relations for more information on your alumni benefits, and let us know how you would like to be involved. We welcome your participation, ideas, and feedback and look forward to staying in touch with you. 612-330-1178 • 1-800-260-6590 • alumni@augsburg.edu __________________________________________________________________________________________________________________ Full name Maiden name Class year or last year attended __________________________________________________________________________________________________________________ Street address __________________________________________________________________________________________________________________ City State Zip Is this a new address? ■ Yes ■ No ________________________________________________________________________________ Home telephone E-mail ■ Okay to publish your e-mail address? __________________________________________________________________________________________________________________ Employer Position Work telephone Is spouse also a graduate of Augsburg College? ■ Yes ■ No If yes, class year_______________ __________________________________________________________________________________________________________________ Spouse name Maiden name Your news: ________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ 42 Spring/Summer 2004 In Memoriam Elsie (Lokken) Lower ’30, Minneapolis, died in February; she was 96. She taught English and social studies for many years at Phillips Junior High School in Minneapolis. A member of the Augsburg Associates, she enjoyed a lifetime of contact with Augsburg, and counted many Auggies among her closest longtime friends. She and her husband, Kenneth ’28, were among the first residents of Augustana Apartments in Minneapolis, where she became an active volunteer. At the time of her death, she had lived in the apartments longer than any other resident. She is survived by two daughters, Carolyn Bliss ’56 and Mary Farmer ’63; five grandchildren; and three greatgrandchildren. She was preceded in death by her husband. Elmer A. Hendrickson ’31, San Diego, Calif., died in May 2003. He was a retired teacher. He is survived by his wife, Marie, and two daughters. Olive (Casperson) Nelson ’38, Burnsville, Minn., died in October; she was 87. Her passion in life was caring for her husband and her children; she loved to travel, entertain, and sew. She is survived by four children, 11 grandchildren, and four greatgrandchildren. She was preceded in death by her husband, Lloyd. Harold Schwartz ’49, Richfield, Minn., died in October; he was 81. He served in the Army Air Force in both WWII and the Korean War. As a civilian, he worked for the U.S. Postal Service for 26 years until his retirement in 1982. Throughout his later years his Christian faith and his Jewish roots became increasingly important to him. He was a member of Ebenezer Lutheran Brethren Church and an enthusiastic supporter of Lutheran Brethren World Missions and Jewish Christian organizations. He will perhaps be most remembered for his special ministry of encouragement to missionaries, Spring/Summer 2004 pastors, church staff, and friends from different places. During his life he sent out thousands of cards and letters letting people know he was praying for them and appreciated them and their work. He is survived by his wife of 45 years, Carol; a daughter, Linda; and two grandsons. Rev. Lyle H. Shaw ’50, Covenant Village, Westminster, Colo., died in August 2003; he was 80. He was a member of the Army Air Corps during WWII, earning several service awards including the Legion of Merit, the Distinguished Flying Cross, the Bronze Star, the Vietnam Cross of Gallantry, the Army Commendation Medal, and the Armed Forces Reserve Medal. He served First Lutheran Church in Sioux Rapids, Iowa, for four years, and was then persuaded to join the military chaplaincy. He was stationed in seven states and in both Germany and Vietnam, retiring in 1974 after 20 years of service and having achieved the rank of colonel. He continued his role as chaplain at the VA Hospital in Fort Snelling, working full time and then part time until 1994. He and his wife moved to Covenant Village in Westminster in 2001, where he continued to minister to confined residents with his harmonica and favorite hymns. He is survived by his wife, Delphine; three children; and four grandchildren. Arthur Kuross ’51, Mendota Heights, Minn., died in April; he was 76. He was a retired manager with J.C.Penney Company, and a past president of Augsburg’s A-Club. He is survived by his wife, Val; two daughters, Kathleen ’85 and Nancy; three sons, Steven ’76, Paul, and Peter; and seven grandchildren. Jean C. (Anderson) Peterson ’51, Eagan, Minn., died in February; she was 78. She was a speech pathologist at Kenny Institute and VA Hospital. She is survived by her husband, Warren, and her son, Jon. Else “BJ” Bjornstad ’58, Minneapolis, died in February. She was a research editor for Together magazine (a Methodist publication) as well as a teacher. For more than 25 years, she worked for the U.S. government in the Department of Social Security—first in the regional office in Chicago, then in the Final Appeals Division in Washington, D.C. She also served in the Marines during WWII and continued in the Reserves until 1959, retiring as a major. She is survived by her sister, Elizabeth ’43; four nephews; and three nieces. Erwin W. “Chris” Christensen ’58, Hastings, Minn., died in December; he was 67. He taught middle school science in Hastings from 1970 to 1995 before retiring. He also taught in Rushford, Minn., and Reedsburg, Wis. He is survived by his wife of 44 years, Mary Lou (Baker) ’61; two children; and six grandchildren. Donald W. Elfstrum ’59, Verndale, Minn., died in July 2003; he was 66. He worked at the Ford Motor Company assembly plant in St. Paul, retiring in 1987 after 30 years. He is survived by his wife, Claudia; two sons; and three grandsons. Frank D. Hawks ’59, Cannon Falls, Minn., died in December; he was 71. An Army veteran, he taught and coached in Cannon Falls for 32 years. He was inducted into the Augsburg Athletic Hall of Fame in 1994. He is survived by his wife of 50 years, Jean; and two children, Lee ’85 and Susan. Rev. Dr. Richard L. Husfloen ’60 died unexpectedly in September of a heart attack in Phoenix, Ariz., three days before he was scheduled to undergo back surgery at the Mayo Clinic. He had retired July 1 from Augustana University College in Camrose, Alberta, Canada, where he had served as president since 1996. During his tenure he and his administration eliminated salary rollbacks, balanced the budget, and increased enrollment. Husfloen’s background was rich and varied—he held a career in the airline industry, served as an administrative assistant to synod bishops in the ALC for 15 years, and also served as a development director at the Lutheran Theological Seminary at Philadelphia and Waterloo Lutheran Seminary. In addition, he served as an assistant professor of sociology at Augsburg and as a visiting lecturer on church and society at Wartburg Theological Seminary in Iowa. He leaves behind a host of friends, across the continent and around the world, who join his brother, Jim ’54, in mourning his passing. Susan Lowe ’74, Denver, Colo., died in August 2003; she was 51. She is survived by her mother, stepfather, and five siblings. Thomas Wyatt ’94, Brainerd, Minn., died in March from a car accident; he was 33. He was a respected member of the law enforcement community. He is survived by his wife, Chanttel; a daughter, Brienna; and a son, Kyle. Sonja Eylandt, St. Paul, died in April; she was 86. Born in Saaremaa, Estonia, her country was invaded by Russia during WWII. She lived in a displacedpersons camp for approximately three years, and in 1951 immigrated to the United States with her mother and her son; her husband died on the operating table during the war. She was driven by an uncommon work ethic, determined to take care of her mother and son. In addition to working for Gould Incorporated for more than 30 years, she also worked in the “Chin Wag” (now Murphy Grill) at Augsburg for nearly 40 years. She held positions with other companies as well, such as Goodwill Easter Seals and Cub Foods. She is survived by a son, five children, and six greatgrandchildren. 43 SPARK YOUR SPIRIT October 2–9 Saturday, October 2 Friday, October 8 Men’s Soccer Alumni Game Heritage Society Breakfast 5 p.m.—Edor Nelson Athletic Field 8:30 a.m.—Christensen Center Monday, October 4 Class of 1954 Reunion Breakfast “Spark the Campus with Spirit Trivia Contest” begins 7 p.m.—Christensen Center Tuesday, October 5 9 a.m.—Arnold Atrium, Foss Center Homecoming Chapel 10 a.m.—Hoversten Chapel Class of 1954 Luncheon “Keeping Your Spirit Healthy” Annual College Health Fair 11:30 a.m.—Arnold Atrium, Foss Center 11:30 a.m.–2:30 p.m.—Quad Campus Tour Third Annual Powder Puff game* 7 p.m.—Edor-Nelson Athletic Field Wednesday, October 6 2 p.m.—Gather in Foss Center Women’s Soccer vs. Gustavus Adolphus College 5 p.m.—Edor Nelson Athletic Field Augsburg Associates Annual Fall Luncheon Town & Country Club, St. Paul 10 a.m.—Craft Sale 11:40 a.m.—Annual Business Meeting Noon—Luncheon/Program International Student Alumni Reception 4:30–6 p.m.—Minneapolis Room, Christensen Center Augsburg Ethnic Programs Celebration 5:30–6:45 p.m.—Christensen Center Scholastic Connections Social & Dinner Featuring an auction of signed limited edition prints by Minneapolis artist Kenneth Caldwell to benefit the Scholastic Connections scholarship fund 7–8:30 p.m.—Christensen Center Volleyball vs. Hamline University 7:30 p.m.—Si Melby Gymnasium Auggie Variety Show* 7 p.m.—Foss Center Men’s Soccer vs. Gustavus Adolphus College 7:30 p.m.—Edor Nelson Athletic Field Volleyball vs. North Central (Minn.) 7:30 p.m.—Si Melby Gymnasium Faculty Violin Recital 5:30–8:30 p.m.—Christensen Center Big Screen Movie* 9 p.m.—Si Melby Gymnasium Annual Picnic in the Park/Wrestling Reunion and Party 11 a.m.—Murphy Park Campus Tour 11 a.m.—Gather in Christensen Center Volleyball Alumnae Match 11 a.m.—Si Melby Gymnasium Class of 1994 Tailgating Reunion 11:30 a.m.—Class of 1994 tent, across from Murphy Park between Urness & Christensen Music Therapy 30th Anniversary Lunch & Workshop Noon—Riverside Room, Christensen Center 7:30 p.m.—Sateren Auditorium Master of Arts in Leadership (MAL) Alumni Gathering Saturday, October 9 Noon—Minneapolis Room, Christensen Center Science Alumni Gathering 9:30–11:30 a.m.—Marshall Room, Christensen Center Football Game vs. Gustavus Adolphus College 1 p.m.—Edor Nelson Athletic Field Annual Social Work Alum Network (SWAN) Brunch 10 a.m.—Augsburg Room, Christensen Center Thursday, October 7 Athletic Hall of Fame Reception & Dinner Original art by Kenneth Caldwell HHomecoming OMECOMING 2004 First Decade/Wrestling Post-Game Party Upstairs at Grandma’s after the game English Dept. Alumni Reunion Nursing Alumni Association Brunch 4–5 p.m.—Lindell Library, Room 301 10 a.m.—Century Room, Christensen Center Homecoming Dinner & Reunion Parties Stephen “Gabe” Gabrielson ’63 Organ Recital 5:30 p.m., Dinner—Christensen Center 7:30 p.m., Reunion Parties (1954, 1964, & 1979)—Locations TBA 10:30 a.m.—Hoversten Chapel This is a preliminary calendar and is subject to change; please watch for your full Homecoming event brochure—due in mailboxes later this summer. * Denotes student activities 2211 Riverside Avenue Minneapolis, MN 55454 Non-Profit Org. U.S. Postage PAID Minneapolis, MN Permit No. 2031 Vision 2004 BY SUE KLASEUS,VICE PRESIDENT OF INSTITUTIONAL ADVANCEMENT AND COMMUNITY RELATIONS Although we’ve called these past four years the “quiet phase” of the campaign, it has certainly been an active and exciting time for all of us here at Augsburg College. It’s been a productive time, too, as we’ve raised nearly 30 million of our $55 million campaign goal during this time. In April, we went public with Access to Excellence: The Campaign for Augsburg College and we’ve stepped up our activity manyfold. Already we’ve enjoyed many successes. The impact of this campaign will be felt by thousands of students, faculty, staff, alumni, parents, and most importantly, by our community for decades to come. The effects of our campaign go well beyond our borders as we prepare students to make a difference in many areas critical to the world’s future. We’re drawing top-notch students and faculty; and we’re providing them with the best Vision is published by: Augsburg College Editor Lynn James Photographer Stephen Geffre Graphic Designer Kathy Rumpza Contributing Writers Kristin Anderson Leif Anderson Dave Benson Lynn James Sue Klaseus Betsey Norgard Alice Pepin Nancy Steblay www.augsburg.edu/campaign 2 facilities in which to teach and learn. Our campaign will have a lasting, positive impact on our ability to provide a quality education to a greater number of students now and well into the future. We’re fortunate to have already received many wonderful campaign gifts. We wish to thank all of our donors for their contributions, regardless of the size of their gifts. We’ve been blessed by receipt of six, seven-figure gifts and seventy, $100,000+ leadership gifts to be used in various areas of the campaign. These 70 gifts range from, $100,000 to $999,999. Look for more information on some of these gifts elsewhere in this insert. These donors and many others believe in Augsburg’s long tradition of service to the community and have demonstrated this belief with their generous donations and involvement. However, to accomplish a campaign like Access to Excellence: The Campaign for Augsburg College, we have to enter an entirely new realm of philanthropic giving. Our alumni giving must increase to be competitive with other private colleges. Our endowment must grow to AUGSBURG CAMPAIGN LEADERSHIP GIFTS KINNEY JOHNSON ’65 $1 million for the new Science Center (lifetime giving in excess of $2 million) ALAN RICE $1 million for Si Melby Hall expansion JEAN TAYLOR ’85 and ROGER GRIFFITH ’84 and THE GLEN A.TAYLOR FOUNDATION $1.5 million for the new Science Center FEDERAL APPROPRIATION $1 million for the new Science Center thanks to U.S. Rep. Martin Olav Sabo ’59 and others JIM AND KATHY HAGLUND and CENTRAL CONTAINER CORPORATION Leading the campaign with a $1 million undesignated gift E. MILTON KLEVEN ’46 and FAMILY $500,000 to endow the first President’s Scholarship (lifetime giving in excess of $1 million) LILLY ENDOWMENT, INC. $2 million for a program titled “Exploring Our Gifts: Connecting Faith, Vocation, and Work” sustain the long-term viability of this fine institution, and we must keep our physical plant vibrant and relevant with state-of-the-art facilities to better serve students, faculty, staff, and the community. Recently I’ve been reading The Greater Good, by Claire Gaudiani, and am intrigued by her assertion that the next 50 years will see the largest private intergenerational wealth transfer in human history. Experts at Boston College have projected that between 1998 and 2052, $31 to $41 trillion of “THE CHALLENGE OVER THE NEXT 20 YEARS IS TO SUSTAIN AND INCREASE GIVING BY PEOPLE OF ALL CATEGORIES.” –CLAIRE GAUDIANI, THE GREATER GOOD wealth will move from one generation to another. During that time, they estimate our economy will produce more than 10 million new millionaires. Gaudiani asserts that despite such wealth, the trend in generosity has remained under two percent of personal income for 30 years. The real problem, according to Gaudiani, is that we have stopped nurturing and building our giving habits at just the wrong time. You also may find this book worth reading. It may help to inspire us all to even greater heights of philanthropy. To reinforce this culture change, our branding and visibility campaign launched this past year helped to get the Augsburg mission out into the world. Breaking ground for our new Science Center, opening the doors of the new Gateway Building, and celebrating the renovation of Si Melby Hall, along with exponential growth in the Annual Fund and our endowment, will send similar messages to the public. Augsburg is strong; it stands on a long tradition of transforming our students and serving the community. We are a major player in this region on compelling issues such as K-12 education, healthcare workforce development, science and math education, theater, fine arts, and so much more. We can stand up and be proud of Augsburg and our many successes. The recent campaign kickoff was a turning point in our history. We must continue building on the tradition of giving by all constituents associated with our fine college, and find new friends willing to help. Our challenge is great, but the momentum is strong, and we have committed faculty, staff, regents, and volunteers who stand ready and willing to make this dream a reality. As you read this campaign update, we hope you will ask yourself, “How can I help?” Please don’t hesitate to contact me should you want to talk about your support of Augsburg. Remember, all gifts are important to Augsburg’s future. ■ CAMPAIGN CABINET MICHAEL O. FREEMAN co-chair JAMES E. HAGLUND co-chair JEAN M.TAYLOR ’85 co-chair RICHARD T. COLVIN ’74 TRACY LYNN ELFTMANN ’81 PRESIDENT WILLIAM V. FRAME KATHRYN H.TUNHEIM REV. DR. NORMAN W.WAHL ’75 SUSAN J. KLASEUS HONORARY CO-CHAIRS PETER AGRE ’70 RODNEY (ROD) BURWELL EDWIN C. (SKIP) and BARBARA CARLSON GAGE BISHOP MARK HANSON ’68 and IONE AGRIMSON HANSON ’68 R. LUTHER (LUTE) OLSON ’56 and CHRISTINE TORETTI OLSON MARTIN OLAV SABO ’59 and SYLVIA LEE SABO GLADYS BOXRUD STROMMEN ’46 Access to Excellence: The Campaign for Augsburg College was officially kicked off at the Augsburg Community Festival on Sunday, April 18, 2004. 3 Augsburg kicks off campaign at community festival It was a day of promise. Blessed by 80degree weather and a reprieve from rain showers, the College officially kicked off Access to Excellence: The Campaign for Augsburg College on Sunday, April 18, 2004, during the Augsburg Community Festival. This inaugural event for Augsburg built community awareness and fortified community partnerships. Neighbors, alumni, and supporters of the College were invited to join students, faculty, and staff in a campus-wide family celebration for the campaign kickoff. The afternoon event drew more than 1,500 people. Augsburg’s Camp Cruisers music band was instrumental in rallying the crowd as everyone gathered on the Augsburg football field to literally “kick off” the campaign. Footballs flew toward the goal as a banner announcing the campaign dropped between the posts. In recognition of the $55 million campaign goal, the community was treated to a 55-foot hoagie and a 55-foot cake. Everyone then scattered across campus to partake in the activities designed to appeal to all ages. Demonstrations, sports clinics, author readings, fine art, and musical and theatre performances engaged people around campus. Young readers gathered at the reading corner to listen to children’s authors Rick Kupchella, KARE-11 TV in Minneapolis/St. Paul, and Shelly Swanson-Sateren ’82. Adults also enjoyed the literary talents of English faculty member Cass Dalglish. Lute Olson ’56, flew back to Minnesota from his duties as head basketball coach of the University of Arizona to host a youth clinic for boys and girls in grades K-12. Many adults on the sidelines were impressed with how much they learned, too. Murphy Square and Christensen Center busily catered to festival participants as community partners and faculty and students drew crowds with activities, information booths, demonstrations, giveaways, and free food. 4 Science experiments of silly putty, homemade nitrogen ice cream, coral reef research, and many other hands-on activities kept the Science Hall active. The community clamored onto the fire truck driven over by neighborhood Station 7. Down the street, medical personnel in the Augsburg Academy ambulance gave heart analyses and showcased the internal workings of the vehicle. Augsburg’s nursing department offered blood pressure readings, stress level tests, and hand massages. Music streamed out of the cafeteria as bands DoomTree, Heiruspecs, and Medida performed. Reserved seats also were available for the Augsburg theater production of Machinal. Minnesota Wild hockey player Wes Walz drew boys and girls into the ice arena for a hockey clinic. The Minneapolis Figure Skating Club dazzled the crowd with their technique and ability before the afternoon concluded with open skating. The event was so successful people throughout the community were asking for the festival to become an annual event. A gala donor evening Si Melby was transformed the evening of April 17 for a donor dinner and program Minnesota Wild player Wes Walz hosts a hockey clinic for youth in grades K–12. Rick Kupchella, KARE-11 weekend anchor and children’s author, reads his book to eager listeners. Author Shelly Swanson-Sateren ’82 followed with a reading from her children’s book. focusing on Augsburg’s history and its future growth. Lead gifts to the campaign were announced on stages positioned around the event. A campaign video highlighted people transformed by Augsburg and its programs. Guests reveled in the musical talents of Augsburg student musicians, singers, and actors. The evening culminated with rousing songs by Gospel Praise and spectacular in-house pyrotechnics. Special thanks to Institutional Advancement, Ridgeway International, Sodexho, Write 2 Work, Event Services, and the College’s in-house planning committee for making these historical events a reality. ■ Acclaimed hip-hop group, Heiruspecs, rocked Christensen Center during their Festival performance. Fifty-five feet of sandwich and fifty-five feet of cake fed Festival participants. Emcees Gary Rorman ’82 and actor T. Mychael Rambo hosted the magnificent donor event on Saturday, April 17, 2004. Event participant Kim Drangeid and Chemistry professor Joan Kunz make silly putty. Lute Olson ’56 gives pointers during his basketball clinic for boys and girls. 5 Major gifts directed to new Science Center Donors typically have unique, special memories and connections with Augsburg College that inspire them to help the school. Such is the case with these generous gifts that will be used for the new Science Center, the top goal of the campaign. KINNEY JOHNSON ’65 Augsburg College has been a central, significant part of Kinney Johnson’s life–and vice versa–for many, many years. His relationship with the College became closer recently when he joined the Augsburg Board of Regents. Johnson has given generously to Augsburg in various ways over the years. His first $1 million gift went to the Lindell Library to honor his father, Herb ’34, and now he has given a $1 million gift to the new Science Center. In addition, he continues to provide strong leadership for The Augsburg Fund each year. Johnson’s family has a rich history with Augsburg, beginning with Herb Johnson, who was on Augsburg’s Board of Regents for 12 years. Augsburg lost a true friend when he died earlier this year. Herb Johnson’s aunt, LaVonne Peterson ’50, also had an impact on Augsburg. She was a role model and pioneer in women’s athletics and was in charge of the women’s athletic department before the title “director” was applied to that department. Kinney Johnson has been very close to his 6 cousin, Jeffrey Peterson ’63, LaVonne’s son, and the two attended Augsburg College together. Jeffrey is retired from the Federal government and lives in Virginia. Johnson’s sister, Jennelle Cunning, also graduated from Augsburg in 1962. Needless to say, Augsburg has been an integral part of the lives of both the Johnson and Peterson families. We are especially grateful to Kinney Johnson, a highly successful, generous entrepreneur who is a general partner of a venture capital firm in Boulder, Colo. JEAN TAYLOR ’85 Jean Taylor’s passion for Augsburg College is difficult to overstate. A 1985 graduate, Taylor is co-chair of the campaign and began a twoyear term as Board of Regents chair on May 1. She volunteers her time and energy tirelessly and her enthusiasm is felt on the board and the campaign. Her drive is helping to chart the course for Augsburg College now and into the future. “Nothing gives me more confidence than knowing that my successor brings more talent to a job than I have,” said outgoing board chair Kathy Tunheim. “So I am extremely confident that the next phase of Augsburg College’s governance will be even more important and fruitful than the years in which I had the honor of participating. Jean Taylor brings the discipline and experience of business leadership, the passion of her feelings about this College, and the great humor and wit of a wonderful leader.” Taylor is also a corporate leader from one of Minnesota’s most important business families, and she and her husband, Roger Griffith ’84, together with the Glen A. Taylor Foundation, have given nearly $1.5 million in leadership gifts to the campaign that will help build the new Science Center. “The new Science Center is not only the centerpiece of the campaign, it also links the College’s past to its future. Our rich history of talented science faculty and alumni and the importance of science in a liberal arts education are the foundation of using our new Science Center to better serve our community and educate future leaders who will find essential a knowledge of science, health care, and the natural world,” Taylor said. Perhaps her friend and fellow regent Tracy Elftmann ’81 best summarized Taylor’s contributions to Augsburg when she said, “Jean is one of the most strategic thinking people I’ve known and is incredibly accomplished in being able to identify and articulate Augsburg’s vision and values. I think she is going to move us forward in ways we never envisioned. “Jean is grateful for her education here and is committed to giving back to the institution in a meaningful, long-lasting way that is also forward thinking.” (Major gifts continued on page 7) New Science Center planning includes ‘green’ features “Green building” features are the focus of this summer’s design work for Augsburg College’s new Science Center, thanks to a $25,000 planning grant from the Minnesota Office of Environmental Assistance. With a matching grant from the College and another $30,000 from Xcel Energy, consideration of sustainable design is integrated into the design development process currently underway. The architects, engineers, and oncampus planning committee will make a recommendation to College administration later this year regarding sustainable design features for the new building. The term “green building” is synonymous with a high-performance building, sustainable design and construction, and Rendering of the new Science Center at night. (Continued from page 6) MARTIN OLAV SABO ’59 U.S. Rep. Martin Olav Sabo was instrumental in obtaining a $1 million federal grant for Augsburg’s new Science Center. The grant will allow Augsburg to respond to our country’s need for science professionals by educating top- notch scientists for the future. A farm boy from Crosby, N.Dak., Sabo has spent the past four decades in elective public service. He served in the Minnesota House of Representatives from 1961 to 1978, including six years as speaker of the house and four years as minority leader. Sabo was first elected to Congress in 1978 and is currently running for his 13th term in the House of Representatives. ■ environmental responsibility. A primary objective of sustainable design is to reduce operating costs. Xcel’s contributions include consultant services on energy efficiency and a detailed energy model for the building. Once the building is complete, Xcel will contribute another $14,000 in services to verify that the selected measures have been installed and will provide cash incentives to encourage energy efficient practices. Sustainable design also employs strategies to increase occupant comfort and to reduce negative environmental impact. For example, the team is evaluating expanded use of day-lighting, ways to reduce construction waste, and use of local and renewable materials. “Augsburg is committed to incorporating environmentally-responsible features in the Science Center and is grateful to the OEA and Xcel for providing their expertise and financial support,” said Augsburg professor Nancy Steblay, the Sustainability Project coordinator. In developing a sustainability plan, the building’s architects, Holabird & Root, will use a rigorous green-building rating system for effective sustainable design known as LEED, or Leadership in Energy and Environmental Design. The architects will examine LEED criteria as they relate to the Science Center’s design and evaluate the cost/benefit of each. The criteria fall into six categories: sustainable sites, water efficiency, energy and atmosphere, materials and resources, indoor air quality, and innovation and design process. ■ 7 Barber gift to go to Science Center Loren Barber’s extensive history in the sciences has resulted in a most generous gift of $50,000 from Barber and his wife, Mary Quanbeck Barber ’77, to be used for the new Science Center. And 3M, Barber’s employer for many years where he served as a corporate scientist, is making the Barbers’ gift even more meaningful through a $25,000 matching gift. In addition, the Barbers are members of the Maroon & Silver Society, providing annual support to Augsburg’s students. Even after Barber retired from 3M in 2001, he wasn’t ready to let go of his work in the sciences, and he continued to work two days a week for a couple of years. Barber is used to hard work; raised on 160 acres in upstate New York, he attended the Rochester Institute of Technology on a cooperative Site plan of new Science Center. 8 work-study program at Eastman Kodak Company with a major in chemistry. That combination of school and work experience made his studies more meaningful and led him to Ames, Iowa, where he received his Ph.D. Eventually, Barber arrived in Minnesota, and Augsburg is very fortunate he did. Science education is very important to Barber and he provides leadership on Augsburg’s Science Advisory Board. Mary Barber has strong connections to Augsburg, beginning with her father, Philip Quanbeck Sr., a distinguished professor of theology who attended Augsburg College and Seminary and subsequently joined the faculty in the 1950s. In his retirement from Augsburg, he serves as visitation pastor at Bethlehem Lutheran Church and is a Mary and Loren Barber’s gift to the Science Center is enhanced by corporate matching. member of the Augsburg Institutional Advancement staff. Mary’s brother, Philip Quanbeck II, is also a prominent professor of theology at Augsburg. Mary Barber received her B.A. in English from Augsburg and her M.A. in speech pathology from Michigan State University. She serves the North St. Paul-Maplewood-Oakdale schools as their speech-language pathologist specializing in early childhood education. “Our gift is rooted in our strong belief in supporting scientific literacy in our society and increasing awareness of how science affects each of our lives,” Loren Barber said. The Barbers were married 10 years ago and recently purchased a home on Lake Vermilion. They share a passion for the outdoors, water, and the environment, and Loren has discovered a new avocation—building canoes. For information about making your Science Center gift, contact the Development office at 612-330-1462. ■ McNair Scholar Stephanie Perkins likes Augsburg’s personal touch A science fair project in eighth grade on the oxidation states of iron hooked Stephanie Perkins on the study of science. This fall the McNair Scholar will be a senior at Augsburg College majoring in science and working with other students as a peer instructor under associate professor Joan Kunz in chemistry. Augsburg has transformed Perkins’ childhood curiosity about science into a meaningful education that she will take out into the world. A first-generation college student, Perkins has found the McNair Scholar program to be an indispensable guide along the way. When Perkins first visited Augsburg, she was impressed with the way the chemistry faculty members went out of their way to make her feel welcomed and special, a culture that she says is unique to a small college like Augsburg. Perkins has continued to experience that personal attention throughout her education here. “This is what makes good scientists—the ability to interact with the faculty in this way,” Perkins said. “Science involves communicating with peers and consensus about ideas.” While it was the faculty who attracted Perkins to Augsburg, she feels that facilities are important, too, because they help the school compete for the best students and faculty. She believes the new Science Building will be extremely beneficial to students, the school, and the field of science. According to Perkins, a new facility will allow faculty and students to conduct more effective research and it will house additional and better instruments. After graduation, Perkins is planning to pursue graduate school and a doctorate in physical chemistry. ■ AUGSBURG SCIENCE ADVISORY BOARD JAMES AGRE ’72, M.D. Ministry Medical Group, Eagle River,Wis. RALPH SULERUD, PH.D. Professor Emeritus of Biology Augsburg College LOREN BARBER, PH.D. 3M NEAL O.THORPE ’60, PH.D. M.J. Murdock Charitable Trust, Vancouver,Wash. GARY CARLSON ’95 3M, Retired FRED FAXVOG, PH.D. Honeywell, Inc. STEVEN GRINDE ’81, D.D.S. Maple Grove Dental Center JOEL L. HOULTON Honeywell, Inc. DAVID KNUTSON ’69 Park Nicollet Medical Center PAUL S. MUELLER ’84, M.D. Mayo Clinic, Rochester, Minn. JOEL T. NELSON ’85, PH.D. University of Wisconsin-Madison RICK PANNING Fairview Health Services RICHARD SEIME ’70, PH.D. Mayo Clinic, Rochester, Minn. Augsburg Board of Regents and Staff Liaisons RUTH E. JOHNSON ’74, M.D., Science Advisory Board Chair Mayo Clinic, Rochester, Minn. BEVERLY THOMPSON HATLEN, R.N., M.S.N. Minnesota Life College Ex officio— Augsburg College CHRISTOPHER KIMBALL, PH.D. Vice President for Academic and Student Affairs and Dean of the College JOAN KUNZ, PH.D. Associate Professor of Chemistry NANCY STEBLAY, PH.D. Professor of Psychology Assistant to the Dean for Special Projects 9 Opening the door to Augsburg— Gateway Building to welcome all RIVERSIDE NEIGHBORHOOD COLLABORATION The Gateway Building will be multiuse and will feature retail space, student housing, and an administrative area. The design will provide greatly needed space for College programs and offices, including the StepUP program; the Center for Service, Work, and Learning; and the Institutional Advancement division, including the Augsburg Alumni Center. The Gateway Building’s commercial hub on Riverside Avenue will contribute to the growth of a thriving urban village encompassing Augsburg’s campus, the CedarRiverside neighborhood, the University of Minnesota’s West Bank, and Fairview-University Medical Center. Landscaping along Riverside Avenue will create a pedestrian-friendly, safe, and attractive thoroughfare for students and community residents and link the campus to the nearby light rail transit stop. This project will increase the physical presence of Augsburg in the surrounding community and is part of the College’s commitment to the Riverside Corridor Project, an economic development collaboration with Augsburg’s neighbors in the West Bank. ■ ACCESS TO EXCELLENCE: The Campaign for Augsburg College THE GATEWAY BUILDING OFFERS: • A new home for the StepUP program, including residential and counseling space. • Strengthened links to community organizations, local businesses and corporations, and service-learning opportunities through the Center for Service,Work, and Learning. Meeting rooms for neighborhood groups. • Retail opportunities to attract students, local residents, and the staff and visitors of the Fairview-University Medical Center complex across the street. Local business owners are excited about the prospects for increased commerce in the neighborhood. • A comfortable gathering place for Augsburg alumni within the Institutional Advancement offices. • A more visible Gage Family Art Gallery providing enjoyment and learning to the entire community. 10 Step up and support the Parent/Family and Friend Challenge Augsburg’s StepUP program for students in recovery from substance abuse will receive a leg up in financing as parents and families respond to a Parent/Family and Friend Challenge offered by a second Gateway gift of $425,000 from Jim Johnson. Through a matching gift program, the challenge is to raise another $425,000 this year to match Johnson’s generous gift to further the construction of the Gateway Building, which will house the StepUP program. Several donors have already committed nearly onehalf of the goal. Johnson was one of the first contributors to Access to Excellence: The Campaign for Augsburg College when he agreed to fund the planning for the Gateway Building. It was his encouragement that prompted the collaboration between Augsburg, the University of Minnesota, and the local community, and his lead gift of $150,000 helped secure the project. Johnson resides in Washington D.C., with his wife, Maxine Isaacs. As a native of Benson, Minn., he maintains local ties through family, business, and Augsburg College. Johnson has made gifts to Augsburg in memory of his mother, Adeline Rasmussen Johnson ’31; in honor of U.S. Rep. Martin Olav Sabo ’59; and, more recently, toward campaign projects. If you are interested in the Parent/Family and Friend Challenge, please contact Sherry Jennings-King at 612-330-1386. ■ Gift from Mark ’79 and Pamela Hanson ’79 Moksnes symbolic of their College experience The passion that Pam and Mark Moksnes felt for Augsburg College when they met here as students in the late 1970s continues today—perhaps more than ever. While they were drawn to Augsburg by the small, liberal arts, Christian-based community, situated within the city, what they discovered were professors and staff who cared deeply about them personally and about their life goals. A campus ministry program that nurtured their already strong Christian beliefs, especially the Fellowship of Christian Athletes where they met, particularly touched them. As Pam and Mark reflect on those transformative years, their expressions provide affirmation of the truly inspirational experience they remember. They are grateful that a nurturing culture is still at the core of the student experience today. Their lives have been happily entwined with Augsburg; many of their closest friends are also Augsburg alumni and their daughter, Laura, is a current Augsburg student. “That personal approach has been consistent over the years, and now our daughter is experiencing it, too. It’s part of Augsburg’s core—they’re there to help students build their futures,” Pam Moksnes said. Yet Augsburg has changed a lot since Pam and Mark graduated in 1979, particularly its facilities. They believe that the new buildings have greatly enhanced the teaching and learning Pam Hanson ’79 Moksnes and Mark Moksnes’ ’79 recent gift supports the campaign’s Gateway Building. environment so critical to delivering a quality educational experience. They are proud to continue to be part of the campus community, so much so that they’ve made a campaign commitment designated to the Gateway Building, which will symbolically embrace the city as part of students’ learning experiences. This isn’t the first time Pam and Mark have helped out their alma mater; previous gifts have supported the athletic program, the Lindell Library, and campus ministry, and they are lead annual fund donors in the Maroon & Silver Society. Pam and Mark say they are committed to furthering Augsburg’s mission because of what the College has meant to them. Pam Moksnes is a partner at Thrivent Financial for Lutherans, and has been instrumental in helping the College launch its annual women’s “Connections” event. Mark is an executive vice president at Delta Dental. Among several board appointments, they both serve on the state board for the Fellowship of Christian Athletes. Thank you, Pam and Mark Moksnes, for all you’ve done for Augsburg College! ■ 11 Heightened demand for sport facilities drives Si Melby expansion Nearly half of the Augsburg community— students, faculty, and staff—participates pates in some form of athletic activity, contributing to the strong sense of community and camaraderie on campus. Expanded athletic facilities will accommodate the increasing demands of the College’s 18 intercollegiate NCAA Division III varsity men’s and women’s sports, the health and physical education academic program, intramurals involving some 600 students, and workout facilities. The ever-growing popularity of personal fitness, the growth in the number of women’s sports offerings, and the heightened demand by the community for use of the College’s facilities contribute to the pressing need for expanded facilities. A NEW SOUTH WING FOR SI MELBY HALL WILL PROVIDE: • Four new classrooms and related facilities for the Health/Physical Education Department. • More locker rooms, training facilities, and offices for intercollegiate athletic programs. • Expanded fitness facilities, a new aerobics/multi-purpose studio, and new locker rooms for the student body. • Additional wrestling training facilities, which include a new Greco-Roman wrestling center. • Two new student gathering areas, a new hospitality suite overlooking Edor Nelson Field, and a new Alumni A-Club lounge. ■ 12 ALAN RICE, GRECO-ROMAN WRESTLING CHAMP AND PIONEER GIVES ONE MILLION DOLLARS TO ESTABLISH TRAINING CENTER Minnesota native Alan Rice is a dreamer and a pioneer whose lifelong commitment to amateur and Greco-Roman wrestling has culminated in a $1 million gift to Augsburg College to create a Greco-Roman wrestling training center. This generous gift will have a significant impact on the $5 million planned expansion of Si Melby Hall, the College’s athletic, recreation, and physical education complex. Rice, a National Wrestling Hall of Fame member, is giving the gift in memory of his wife, Gloria, who shared a love of amateur wrestling and worked with Rice in establishing Minnesota as a national hotbed for amateur wrestling, especially the Greco-Roman discipline. Rice’s gift illustrates how a partnership can be formed with the community to achieve broader goals in athletics. The addition of the Greco-Roman training facilities will attract senior wrestlers training for the Olympics as well as youth- and student-athletes, and will take Augsburg to a new level of prominence in athletic achievement. Over the past three decades, Rice has helped raise and contribute nearly $1 million to endow the Minnesota club for continued training in both Olympic wrestling disciplines—Greco-Roman and freestyle. His continuing legacy will have an impact on Minnesota for generations to come. ■ MATHEW SHANNON—RUNNER AND ROLE MODEL Mathew Shannon is a man on the move. He runs by day and serves others at night. A 2004 Augsburg graduate with a degree in business and communication, he dreams of success in running and in making a difference for disadvantaged kids. While at Augsburg, Shannon broke records in track, and he hoped to qualify for the U.S. Olympic trials in the 400 meters. One of the top sprinters in Augsburg history, Shannon was a three-time AllAmerican, earned All-MIAC honors 17 times, and won MIAC titles three times. But Shannon is already a winner as a tutor and role model for inner-city kids. He knows from personal experience what they’re going through because he grew up in a low-income, single-parent home in Minneapolis. Shannon’s faith provided him with a strong foundation on which to build. Now he hopes that he can use his business education, too, to bring positive influences to disadvantaged kids. Shannon truly exemplifies the spirit of Augsburg. ■ Annual giving provides opportunities for all When you help Augsburg achieve its annual giving goals, you provide opportunities to students who may never have been able to attend college. Cost can be a significant barrier to obtaining a college degree. With more than 80 percent of Augsburg students receiving financial aid, annual giving is an important way for donors to help ensure that all talented students have the opportunity to receive an Augsburg education. Increasing the number of participants and the level of support in The Augsburg Fund is needed to ensure that no talented student is turned away due to cost considerations. The Augsburg Fund is an unrestricted annual giving fund that aids the College in meeting its most pressing needs. Augsburg’s goal is to nearly triple annual fund giving dollars over five years and to reach a 30 percent alumni participation rate. YOUR CONTRIBUTIONS HELP STUDENTS Each year the College awards more than $10 million in scholarships and grants to students. These include: PRESIDENT’S SCHOLARS $10,500 to $20,260 annually As Augsburg’s premier scholarship, this award is conferred upon the top incoming freshmen based on outstanding academic achievement and on-campus competition. REGENTS’ SCHOLARS $3,000 to $9,000 annually Awarded to high achieving, new students based on academic record and accomplishment. LEGACY SCHOLARS $4,000 annually Granted to qualified family members of Augsburg alumni, current Augsburg students, and ELCA-rostered clergy. THE AUGSBURG GRANT Varies, based on need Awarded to students who qualify and demonstrate need. These gifts make a significant contribution toward the education of many students. Adela Arguello, a Scholastic Connections recipient, is a double major in finance and economics. CLASS CHALLENGE The challenge has been issued, the suspense is building, and the question lingers…What are the results of this year’s annual fund class giving challenge? How does your class giving compare to other classes? What support did my class year provide? Watch for answers in the next campaign newsletter! MANY OTHER SCHOLARSHIPS are awarded each year to students for outstanding academic achievements, community service, and leadership in their home congregation and community. ■ Robert and Renzo Amaya Torres are scholarship recipients. 13 Strong endowment helps build long-term vision A key measure of an educational institution’s strength is its endowment. It provides ongoing resources for needs now and in the future. Augsburg is focusing its endowment growth in the areas of endowed faculty chairs, endowed scholarships, and ongoing program support. ENDOWED FACULTY CHAIRS Your generous gifts will strengthen the College’s endowment in an area that is relatively new. The College’s first endowed chair, the Bernhard M. Christensen Endowed Fund, named in memory of Augsburg’s president from 1938 to 1962, was approved by the Board of Regents in May 2003. Christensen was a central figure in the growth and development of Augsburg and of countless students and teachers whose lives he inspired personally and professionally. ENDOWED SCHOLARSHIPS By increasing its current level of endowed scholarships, Augsburg can attract talented students and provide access for students of many backgrounds. E. Milton Kleven ’46 and his family are helping to do just that through their most recent gift of $500,000 to fund the first endowed President’s Scholarship. The gift was established in memory of their wife and mother, Dorothy Lijsing Kleven ’47. Joining their father in funding the endowment were Bruce and Maren Kleven, David and Barbara Kleven, Zane and Barbara Kleven Birky, and Philip and Diane Kleven Larson. The President’s Scholarship is prestigious and highly competitive, recognizing only the most academically qualified freshmen entering Augsburg each year. PROGRAM SUPPORT Building the endowment is also essential to sustain the long-term viability of Augsburg’s distinctive programs, including StepUP, Augsburg’s innovative program for students in recovery from substance abuse; Center for Learning and Adaptive Student Services (CLASS); and the Center for Global Education, providing funding over and above what is available from the operating budget. Support for a growing professional development initiative centered on vocation as well as other research and development opportunities for faculty also are needed. ■ A LIFE OF PROMISE IS GIVEN TO OTHERS Just as her life’s adventures were starting to take shape, melanoma cancer took Heidi Huber’s life at age 33. Wanting to honor Huber and help students at Augsburg who dream of a career in education, Huber’s family, which includes her sisters Wendy and Cindy ’01, her parents Barb and Bob, and her grandmother, Esther, worked with Augsburg to determine how to make this happen. Once the goal of establishing a $25,000 endowed scholarship in Huber’s memory was set, her family dedicated memorial gifts, contributed money, and contacted the Curtis L. Carlson Family Foundation for additional assistance. Following in the footsteps of her mother and grandmother, Huber was working at the Carlson Companies at the time of her death. Through the 14 generosity of the foundation and the special efforts of Marilyn Carlson Nelson and Barbara Carlson Gage, family and friends, the Heidi Huber Scholarship will be awarded beginning with the 2005-06 academic year to one or more students with financial need, strong academic achievement, and dedication to the community. Huber graduated from Augsburg in 1992 with a triple major in German, economics, and international business. After graduation, she joined the Peace Corps, serving in Botswana, Africa, until 1996. She then earned her master’s degree in administration, planning, and social policy from Harvard University in 1998. If you have an interest in establishing an endowed scholarship or in contributing to the Heidi Huber Scholarship, please contact Jennifer Kahlow at 612-330-1185. Currently, $25,000 will establish an endowed scholarship at Augsburg. ■ Gifts of Real Estate Benefit Augsburg and Donor BY DAVE BENSON, PLANNED GIVING SPECIALIST Gifts of highly appreciated real estate are often an excellent means for a donor to make a charitable gift to Augsburg College because they allow you to make a gift larger than you thought possible, plus they provide immediate and long-term tax advantages. The first step is to have an appraiser determine the gift value when the property exceeds $5,000. If you give real estate, you receive a charitable deduction for the full fair market value of the property (regardless of its cost basis). The College may then sell the property for its full market value and use the entire proceeds to support its programs. Everyone wins. Here’s an example of how a gift of real estate will benefit Augsburg: The Andersons own 60 acres of farmland past an outer ring suburb. Recently, they were approached about selling 20 acres of their property for $100,000. The land was purchased nearly 20 years ago for $5,000 and, when sold, they will realize substantial capital gains. Mr. and Mrs. Anderson have often thought about making a significant gift to Augsburg College and now it appears this may be an appropriate gift asset to benefit both the College and themselves. By giving the property to Augsburg (that may then sell it to an interested buyer), the Andersons receive a charitable deduction for the full fair market value ($100,000) of the proper- CAMPAIGN GOALS HIGHLIGHTS ty. While their income tax deduction is limited to 30 percent of their adjusted gross income, when filing their taxes, they can claim the gift in the year it was given plus carry forward the allowable deduction for five additional years. Another tax benefit occurs should the Andersons also choose to sell another portion of their land outright. While that sale will have the same capital gains liability, the charitable deduction from the college gift may be used to offset the capital gains obligation on the sale liability were they to sell the land outright. Because your situation will be somewhat different from the Andersons, contact the Development Office at 612-330-1462 for many other gift-giving ideas. Augsburg will provide you with sufficient information so together with your attorney, tax accountant and/or financial adviser you can evaluate your gift giving options. ■ To ensure Augsburg’s transforming education is available for generations to come, Access to Excellence:The Campaign for Augsburg College is focused in the following areas: SCIENCE CENTER A new Science Center and renovation of the existing Science Hall are the centerpieces of the campaign and will strengthen and expand science learning for all. GATEWAY BUILDING The new Gateway Building to be built on Riverside Avenue will link the College and the community. SI MELBY EXPANSION An expansion of Si Melby Hall will accommodate the increasing demands on athletic facilities. ENDOWMENT SUPPORT A strong endowment means the Augsburg model of education will be available to future generations. ANNUAL FUND Increasing the Augsburg Fund will ensure that no talented student is turned away due to financial need. If you would like to support these goals, contact Augsburg’s Development staff for assistance. 15 Help Us Reach our Goal Building a successful campaign involves just the right mix of people, opportunities, and energy. One of those is the outreach of the school’s leaders to encourage others to give of their time, talent, and resources. Augsburg’s leaders are seeking your support through a variety of ways. Help is needed to identify new donors, set strategies regarding cultivation of donors, and assist with cultivation of donors, events, and solicitations. Whether you live in or outside Minnesota, consider hosting cultivation events for alumni and friends of the College. These gatherings, either intimate or large, can be attached to a meal or some type of event, whether on campus, in your home, or some other type of public venue. Development staff will work with you to arrange specifics and carry out the details. It is important to take a role in a student’s life. Think about mentoring and encouraging students to attend Augsburg. Many programs offered at Augsburg aren’t available at other colleges and universities in the immediate area. Augsburg also sits within a vibrant city, which provides opportunities for internships for students and outreach to the community. Discuss with Development staff how to focus your campaign interest. What area of expertise or interest might serve your needs as well as those of the campaign? Determine, too, what fiscal resources you can provide Augsburg. 16 Strong leadership of fully committed and active volunteers is essential to take Augsburg to new levels of achievement. Institutional Advancement and Community Relations staff is sometimes asked whom they should contact with alumni and donor questions. Let us take a moment to introduce them. As always, staff looks forward to deepening relationships with alumni and friends of the College and welcomes hearing from you. SUE KLASEUS, vice president of institutional advancement, has been leading the Augsburg team since June 2001. She is responsible for all fundraising/development, alumni/parent relations, and government/community relations. She also serves as a member of the College’s leadership team on the College Council. Previously, Klaseus served as the associate dean for external affairs at the University of Minnesota, Carlson School of Management. Her background includes more than 20 years of experience in the financial services industry in management, marketing, sales, and communications, and she has extensive volunteer and fundraising experience with nonprofit and community organizations. Klasues hold a B.A. from Metropolitan State University, and master’s degrees from Hamline and Harvard universitites. DEPARTMENT DIRECTORS TRACY BECKMAN, director of government and community relations, joined Augsburg College in September 2003. He served as a Minnesota state senator for District 26 from 1987 to 1999. Most recently he was a lobbyist for the National Farmers Union in Washington D.C. Beckman holds a B.S. from Mankato State University, and an M.P.P. from Harvard. Beckman and his wife, Janel, owned and operated the local hardware store in Bricelyn, Minn., from the early ’70s until 1985. AMY SUTTON, director of alumni and parent relations. Sutton joined the Alumni/Parent Relations staff as director two years ago. She holds a B.S. and M.S. from South Dakota State University and worked there several years in admissions and at the SDSU Foundation where she was the director of scholarship development and administration. Sutton most recently worked as vice president for Friendship Ventures, a nonprofit organization, serving people with disabilities. She and her husband, John, welcomed their first child, daughter Taylor, in February 2004. KEVIN HEALY, director of advancement services, manages our database and gift acknowledgement systems and staff. He joined the Augsburg team in May 2004. Kevin comes from Community Solutions Fund, St. Paul. His experience in processing and disbursement of charitable donations makes him an asset in the area of donor financial reporting and technical support for the Office of Institutional Advancement. SHERRY JENNINGS-KING is the director of corporate, foundation, and government relations and has been with Augsburg College for 20 months. In addition to developing institutional relationships between Augsburg and corporations and foundations in Minnesota and the United States at large, Jennings-King is also responsible for securing federal appropriations through her work with Tracy Beckman. DICK WEILAND, interim director of development, joined Augsburg in April, to fill the shoes of John Knight, until Augsburg selects a new director of development. Weiland owns Weiland Consulting Group and brings 22 years of development experience and a 47-year career in education to the position. Augsburg is benefiting from Weiland’s leadership in meeting goals for major gifts, planned giving, and The Annual Fund. Weiland has successfully led development teams at both the University of St. Thomas and Carleton College. DONNA MCLEAN, director of principal gifts, has served Augsburg College for 19 years in several roles including director of alumni and parent relations, director of The Augsburg Fund and Maroon & Silver Society, and most recently in the area of leadership gift planning. Her deep knowledge of institutional history and long-standing relationships within the Augsburg community are strengths to the College. McLean’s passion for the mission of Augsburg continues to be inspired by the many outstanding and diverse accomplishments of the College’s alumni and friends. DEVELOPMENT OFFICERS PATRICK SHEEHY, senior director of principal gifts, has been on Augsburg’s Development team since 2000 and brings with him 20 years of experience in the field. Sheehy is also the parent of an Augsburg College student. As such, he not only provides expertise in gift planning but also is well versed in the amenities of each dorm. DAVID BENSON, consultant in the area of planned giving, came on board in spring of 2004 to work with new members of the Heritage Society at Augsburg College. Benson is a specialist in the area of estate planning and philanthropy. His approach includes the creative uses of charitable gift options in financial and estate planning that result in win-win strategies for all parities involved. Development staff not pictured KAY AHLSTROM MELISSA BAWEK ’03 JEROY CARLSON ’48 RON MAIN ’56 JENNIFER (ABELN) KAHLOW ’78, director of principal gifts and planned giving, since 1997, Kahlow has helped donors and alumni interested in making a significant difference in the lives of students at Augsburg College. As an alumna, parent, and volunteer she has maintained a close relationship with Augsburg since graduating in 1978. Her focus is on capital campaign gifts, with considerable experience in scholarship giving, estate giving, and gifts of appreciated assets. STEPHANIE MALONE, director of The Augsburg Fund and Maroon & Silver Society, joined Augsburg in January 2004. Malone came to us from the Girl Scouts of Greater Minneapolis. She oversees the Maroon and Silver Society membership, student phonathons, direct mailings, class challenge appeals, and the faculty and staff campaign. PHILIP QUANBECK SR. ’50 STEPHANIE STEWART GEORGE SVERDRUP ’46 SHERILYN YOUNG 17 Thanks, John Knight Called to speak out about disabilities and the church CONTACT US To learn more about Access to Excellence:The Campaign for Augsburg College, please call Institutional Advancement at 612-330-1462 or 1-800-273-0617, or e-mail us at giving@augsburg.edu. For a complete list of Institutional Advancement personnel visit www.augsburg.edu/campaign. INSTITUTIONAL ADVANCEMENT Augsburg College 2211 Riverside Ave. S. Minneapolis, MN 55454 SUE KLASEUS Vice President of Institutional Advancement and Community Relations 612-330-1177 klaseus@augsburg.edu Development DICK WEILAND Interim Director, Development 612-330-1580 weiland@augsburg.edu John Knight receives farewell gift. Development director John Knight left Augsburg in May to answer God’s call to better understand disability through research and writing. During Knight’s five years at Augsburg, he held various positions before taking the helm as development director two years ago. In recent years he has been deeply involved in the management and success of the current campaign. Another of his achievements is the advancement of donor relations efforts at the College. In particular, he improved the system for managing and accounting for gifts. Knight’s current goals with The Pauley Project, named in honor of his eldest son, are to research what the Bible says about disability, write on the subject, and determine ways to include individuals with disabilities in his church. Initially, John’s first two writings will be based on the biblical text of John 9. If you are interested in learning more about The Pauley Project, visit www.thepauleyproject.org. ■ 18 STEPHANIE MALONE Director, The Augsburg Fund 612-330-1179 malone@augsburg.edu MELISSA BAWEK ’03 Assistant Director, The Augsburg Fund 612-330-1652 bawek@augsburg.edu JEROY CARLSON ’48 Senior Development Officer 612-330-1175 SHERRY JENNINGS-KING Director, Corporate, Foundation, and Government Relations 612-330-1386 jenningk@augsburg.edu PHILIP QUANBECK SR. ’50 quanbeck1@augsburg.edu PATRICK SHEEHY Senior Director, Principal Gifts 612-330-1329 sheehy@augsburg.edu Alumni and Parent Relations STEPHANIE STUART Prospect Researcher 612-330-1512 stuart@augsburg.edu AMY SUTTON Director, Alumni/Parent Relations 612-330-1525 suttona@augsburg.edu JENNIFER KAHLOW ’78 Director, Principal Gifts and Planned Giving 612-330-1185 kahlow@augsburg.edu Government and Community Relations DONNA MCLEAN Director, Principal Gifts 612-330-1556 mclean@augsburg.edu DAVE BENSON Planned Giving Specialist 612-330-1616 dbenson@augsburg.edu RON MAIN ’56 612-330-1113 main@augsburg.edu GEORGE SVERDRUP ’46 sverdrup@augsburg.edu TRACY BECKMAN Director, Government and Community Relations 612-330-1575 beckman@augsburg.edu Advancement Services KEVIN HEALY Director, Advancement Services 612-330-1619 healyk@augsburg.edu through the decades BY KRISTIN ANDERSON AND LEIF ANDERSON 1869 Augsburg College is founded in Marshall, Wisconsin. Augsburg’s first president August Weenaas recruits two teachers from Norway—Sven Oftedal and Georg Sverdrup. 1911 George Sverdrup becomes president, proposing to develop college departments with appeal to a broader range of students than those intending to be ministers. 1921 Augsburg considers moving its campus to a suburban location in Richfield, Minn. 1922 Augsburg admits women under the leadership of Gerda Mortensen, dean of women. Sven Oftedal 1872 Georg Sverdrup Augsburg moves to Minneapolis. 1938 Bernhard Christensen becomes president, with his involvement in ecumenical and civic circles making Augsburg a more visible part of church and city life. 1874 President Weenaas and faculty propose three-part plan: train ministerial candidates; prepare future theological students; and educate the farmer, worker, and businessman. The plan stresses that a good education is also practical. 1946 Following WWII, Augsburg leaders expand and improve academic offerings, making the College a larger part of the institution than the seminary. 1963 President Oscar Anderson begins his 17-year term, emphasizing Augsburg’s involvement with city. Augsburg experiences significant campus growth during his years of leadership, including the Christensen Center in 1966 and the Music Hall in 1978. 1980 President Charles Anderson begins a 17-year term, guiding Augsburg to a strong commitment to liberal arts education, diversity in enrollment and programs, and a service-learning curriculum. 1982 Augsburg initates Weekend College programs. 1988 College opens Foss Center for Worship, Drama, and Communication. 1997 Augsburg opens the James G. Lindell Family Library. The StepUP program is founded. 1997 1876 1949 Keeping the vision of the “non-elitist” college, Georg Sverdrup becomes Augsburg’s second president and stresses community involvement, requiring students to get experience in city congregations. Science Hall is built. 1954 Augsburg College is granted accreditation, although many alumni had entered graduate schools and teaching positions much earlier. 1879 1963 William V. Frame becomes Augsburg’s president, sharpening the College’s identity as a college of the city, providing an education grounded in vocational calling as articulated in Augsburg 2004. 2000 Augsburg holds first graduation ceremony. 1890 Augsburg leaders form the Friends of Augsburg, later called the Lutheran Free Church—a group of independent congregations committed to congregational autonomy and personal Christianity. Augsburg Seminary moves to Luther Theological Seminary in St. Paul; the Lutheran Free Church is merged with the American Lutheran Church. Augsburg establishes a branch campus in Rochester, Minnesota. 2003 Alumnus Peter Agre ’70 awarded the Nobel Prize in Chemistry. 2004 Augsburg launches a $55 million capital campaign. 19 SAVE THE DATE 2004 FALL/WINTER EVENTS—PRELIMINARY LIST AUGUST 31 Ice Cream Social 50th Class Year Reunion and Volunteers Augsburg House NOVEMBER 14 “Thanks” giving Scholarship Brunch Endowed scholarship recipients and donors Christensen Center on campus OCTOBER 9 Homecoming All campus See www.augsburg.edu for the latest on Augsburg’s events. DECEMBER 3 Velkommen Jul Christensen Center on campus DECEMBER 3 & 4 Advent Vespers Central Lutheran Church Minneapolis, Minn. NOTEWORTHY A recipe for job success In an eight-week program this summer, the Campus Kitchen at Augsburg College prepared nine trainees from the community with job readiness skills to help them pass the Food Manager Certification Examination and to get jobs in the food services industry. Global partners in the classroom Through a U.S. State Department grant, Augsburg will offer a fall classroom course, Exploring Human Service in Global Context, via the Internet and interactive video in partnership with universities around the world. Rosemary Link, social work professor and project curriculum director, and Robert Bill, liaison for computing and project technology director, traveled to Ljubljana, Slovenia, and Mumbai, India, during July to meet with professors there for curriculum planning and technology testing. A fourth country will be added in late summer. New turf for the athletic field Over the summer, the existing Astroturf on Edor Nelson Field is being replaced by Sprinturf, a “next-generation” synthetic grass surface. The turf is laid over an infill of rubber and sand on the current asphalt base. Athletic teams will begin to use the new surface at the end of August. Former regent honored by Norwegian government Lawrence O. Hauge, Augsburg regent from 1976-88, received the Knight’s First Class of the Royal Norwegian Order of Merit. The honor ceremony took place in Minneapolis on May 17; Hauge was recognized for his efforts to maintain and strengthen the close relationships between Norway and the U.S. Similar honors were conferred upon President Frame in 2002, International Partners director Nadia Christensen in 1996, and President Emeritus Charles Anderson in 1993. Spring/Summer 2004 Augsburg launches MBA program T wo cohorts of students begin classes in September as part of Augsburg’s sixth and newest graduate program—a Master of Business Administration. Students remain together in small group cohorts throughout the 21-month part-time program. Classes meet one evening per week with some Saturday workshops. The curriculum emphasizes core business principles with relevant real-world applications, including special career workshops and a practical field study project. Drawing on the strength of Augsburg’s Master of Arts in Leadership, the MBA curriculum begins and ends with an Executive Leadership course, and weaves the thread of transformational leadership throughout the program. Students will receive a very personalized education, drawing on the strength of the cohort model in encouraging close faculty mentorship. In addition, as teamwork is developed, students will build close relationships with fellow students, who bring varied backgrounds and experiences to the program. In order to apply, students must have two years of work experience and must take the Graduate Management Admissions Test (GMAT). For more information about the MBA, go to <www.augsburg.edu/mba> or call Graduate Admissions at 612-330-1101. A ‘bridge’ into college Nineteen incoming freshmen are getting a four-week jump to help them ease into college academics and campus life. The 2004 Summer Bridge program is funded by the Student Support Services (SSS) program, one of three TRIO programs to help students overcome class, social, and cultural barriers to complete their college education. Funded by the U.S. Department of Education, the SSS program is committed to helping low-income, first-generation college students and students with disabilities achieve a bachelor’s degree. During the morning classes over four weeks, students will take two courses: Introduction to Liberal Arts, and Christian Vocation and the Search for Meaning. Students also take a supplemental instruction course, attend academic support seminars and workshops about Augsburg College and college life, and enjoy social and cultural activities. 3 COMMENCEMENT 2004 The 135TH YEAR of Augsburg College photos by Stephen Geffre ELSA MAXWELL RECEIVES MARINA CHRISTENSEN JUSTICE AWARD Mathew Shannon, who graduated with a B.A. in arts and entertainment business promotion, pauses to enjoy the beautiful spring day. A graduate kisses her baby before lining up to process to Melby Hall for the Commencement ceremony. Elsa Maxwell, an international relations and Spanish major with a peace and global studies minor, was selected as the 2004 recipient of the Marina Christensen Justice Award. Each year, this honor is presented to the graduating senior who best exemplifies Augsburg’s motto “Education for Service.” The student must have demonstrated a dedication Elsa Maxwell (left), recipient of the Marina to community involvement as Christensen Justice Award, poses with Mary Laurel characterized by the personal and True (right), associate director of Augsburg’s Center for Service, Work, and Learning. professional life of Marina Christensen Justice, who courageously and effectively reached out to disadvantaged people and communities. Maxwell, from Duluth, has carried out a wide range of activities over the course of her Augsburg career that led to her being selected for this special award. Among them is activism in Latin American politics, farm policy, and environmental issues as well as extensive on-campus involvement in both music and Spanish. She has combined her class work and campus activities with work in the community as both a volunteer and organizer, especially at the Cedar Cultural Center. While at Augsburg, she also worked at an organic farm, putting her values to work in sustainable agriculture. She spent two semesters in Chile and Central America, serving as a translator and focusing on issues of social justice and sustainability. And, her senior honors thesis was an insightful study of the impact of NAFTA on corn farmers, both in Mexico and in the United States. She has played a key role in the annual “Action at Augsburg” day and helped organize Augsburg’s Coalition for Student Activism. A faculty letter of nomination, written by Joe Underhill-Cady, stated: “Elsa showed up as a freshman ready to be involved and already politically aware, immediately immersing herself in both campus and community activities. Now, as she prepares to leave Augsburg, she will be sorely missed, but she already has plans to continue her social and political activism, having applied to work for ‘Witness for Peace’ in Latin America.” REPRESENTATIVES FOR THE 2004 COMMENCEMENT ‘FUN FACTS’ ❚ Danielle M. Semling, representing graduate students 3155 Attended the Commencement ceremony 42 Plants ❚ Sarah A. Prozinski, representing day students 2475 Chairs set for the weekend’s activities 2 Pastors ❚ Barbara A. Forshier, representing weekend students 505 Served for brunch 1 Organist 376 Served for dinner 1 Drummer CLASS OF Spring/Summer 2004 18 Flags 27 AUGGIE THOUGHTS IN 1924, Augsburg College was in the midst of great change…and great promise. The first woman had graduated one year earlier, the College was transforming from a divinity school to a modern American college, and there was a great buzz about relocating the College to the suburbs of Minneapolis. As Augsburg launches into a campaign to build new structures and extend its vision and programs, we pause to listen to the editor’s voice of The 1924 Augsburgian—a time 80 years ago that seems not so different from our own. Note that among the yearbook staff pictured is the young intermediate seminary student Bernhard M. Christensen, future Augsburg president. The 1924 Augsburgian As in many other tasks which one begins and works with for some time, it is with some feeling of relief that we are nearing the completion of our work with The 1924 Augsburgian. We have tried to arrange a book which would be a credit to the school it represents, one which would include ideas and pictures that could be enjoyed not only by the students who have been at Augsburg during the past two years, but also by the men and women who during the past 55 years have attended school here or have in some way been connected with Augsburg. In the present increase in attendance at various educational institutions Augsburg has not been left out. We are growing rapidly. The question in regard to location and room will soon not be how much longer we have to stay here, but how much longer we can stay here. We have talked about a greater Augsburg. Now that we are increasing in numbers and have developed more comprehensive curricula will we be willing to assume the responsibilities which come with the greater Augsburg? Some of Augsburg’s friends have already provided suitable grounds for the New Augsburg. A place to build, however, is not enough. We must also have the means whereby buildings may be constructed. We believe that our people will continue to support our school. In so doing they will rise to new victories when they see new fields to conquer. It is the wish of the editorial staff of The 1924 Augsburgian that this biennial may be an instrument in helping people to realize that our school is doing a great work, an important work; that the things which are valued here are those which help young men and women to take their places in the world as contenders for Christian principles in theory and practice, and for personal life in Christ. — Caleb H. Quanbeck ’21 Academy, ’24, Editor 44 Spring/Summer 2004
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Title: Augsburg Now Winter 2003-04
Collection: Alumni Magazine Collection
Search Result: Augsburg Now Winter 04.3 A 4/5/04 7:28 AM P U B L I C AT I O N Winter 2003-04 Page 1 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 66, No. 2 Peter Agre ’70 2003 Nobel Prize Winner in Chemistry Augsburg Now Winter 04.3 4/5/04 7:28 AM Page 2 LLetters ...
Show more Augsburg Now Winter 04.3 A 4/5/04 7:28 AM P U B L I C AT I O N Winter 2003-04 Page 1 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 66, No. 2 Peter Agre ’70 2003 Nobel Prize Winner in Chemistry Augsburg Now Winter 04.3 4/5/04 7:28 AM Page 2 LLetters ETTERS Editor’s note I t is said that good things come to those who wait. This winter issue of Augsburg Now is all about both good things and waiting. You, the readers, are the ones who have been waiting for the winter Now (at least, editors always hope you are), even as we have already entered into early spring. On our part, it’s the good things that have caused us to wait on its production. About mid-winter, when the issue is usually mailed, we learned that Peter Agre, Augsburg Class of 1970 and 2003 Nobel Prize winner in chemistry, was coming to campus in late February. Since our winter issue already included a story about Agre and the awarding of his Nobel Prize, we made the decision to delay production so that we could expand the article to include his memorable days with us here. It’s a rare and wonderful moment when a college can celebrate with one of its own, especially one whose vocation so richly embodies the mission of the College. For Agre, his time at Augsburg was a time of discovery and connections—exploring the subjects that piqued his interest and connecting with professors who made these subjects come alive and speak to him. While in medical school Agre turned to research, where he realized his talents in research could serve to greater benefit in seeking the causes of illness. And now, while he has the ear of the scientific world, he is a strong advocate for adequate funding in science education to enable all citizens to make responsible decisions about ourselves, our society, and our environment. The College also revels in the recognition our partnership with Cedar-Riverside Community School received, as Augsburg was lauded by the Carter Foundation and Campus Compact as an outstanding community partner. Read about that in Around the Quad. Plus, we feature the Campus Kitchen at Augsburg, a new community partnership program that has already brought us local media attention. Students and volunteers transform surplus food from the College’s dining service and a local food shelter into tasty meals that are delivered to several neighborhood community agencies. Last fall the College celebrated the 10th anniversary of the Hispanic/Latino Student Services program, which provides support and encouragement to help these students succeed at Augsburg. You’ll read about the impact this program has in strengthening the appreciation of cultural richness within Augsburg’s learning community. So, good things keep happening. And, we move into spring with this winter issue—fully aware that in Minnesota there could well still be some wintery snowflakes falling as you read this in April. The next issue will be a combined spring and summer issue to bring you exciting news about Access to Excellence: The Campaign for Augsburg College that Augsburg kicks off on April 18 with a community festival. Join us! Betsey Norgard Editor JIMMY CARTER IS HONORED AT THE NINTH ANNUAL PEACE PRIZE FESTIVAL AND VISITS CHILDREN AT J.J. HILL SCHOOL The Ninth Annual Peace Prize Festival at Augsburg brought together more than 700 area school children to honor President Jimmy Carter, the 2002 Nobel Peace Prize laureate. Displays and performances were presented around the lives of past peace laureates. Carter was not able to participate, but special guests included Gro Bruntland, former prime minister of Norway; Knut Vollebæk, Norwegian ambassador to the U.S.; and Professor Geir Lundestad, director of the Norwegian Nobel Institute. On Feb. 21, while attending the 2004 Peace Prize Forum at St. Olaf College, President Jimmy Carter squeezed in a visit to a special “mini-Peace Prize Festival” at J.J. Hill Montessori School in St. Paul, where children prepared skits about Nobel Peace Prize laureates. Carter was accompanied by his wife, Rosalynn, and President William Frame. Augsburg Now Winter 04.3 4/1/04 Augsburg Now is published quarterly by Augsburg College, 2211 Riverside Ave., Minneapolis, Minnesota 55454. Editor Betsey Norgard 11:50 AM Page 4 A PUBLICATION FOR AUGSBURG COLLEGE ALUMNI & FRIENDS Winter 2003-04 Vol. 66, No. 2 Features Assistant Editor Lynn Mena Graphic Designer Kathy Rumpza Class Notes Coordinator Sara Kamholz 8 Photographer Stephen Geffre President William V. Frame Director of Alumni and Parent Relations Amy Sutton An enormous honor for discovery of tiny proteins by Betsey Norgard 14 Dishing up recipes for learning and serving by Betsey Norgard Director of Public Relations and Communication Dan Jorgensen 16 Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058-1545 by Betsey Norgard Postmaster: Send correspondence, name changes, and address corrections to: Augsburg Now, Office of Public Relations and Communication, 2211 Riverside Ave., Minneapolis, MN 55454. E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. www.augsburg.edu Connecting on campus— a home for Hispanic/ Latino students 19 Augsburg—a Keto family affair by Rebecca Welle ’04 Departments 2 Around the Quad 6 Sports 20 Alumni News 22 Homecoming 2003 Photos 26 Class Notes 35 In Memoriam 36 Auggie Thoughts inside back cover Calendar 50 percent recycled paper (10 percent post-consumer waste) On the cover: Peter Agre, Class of 1970, is congratulated by King Carl XVI Gustaf of Sweden upon receiving the 2003 Nobel Prize in Chemistry. © 2003, The Nobel Foundation. Photo by Hans Mehlin. Augsburg Now Winter 04.3 4/1/04 11:50 AM Page 5 AROUND QUAD Around THE the Quad NOTEWORTHY Augsburg launches MBA program In fall 2004, Augsburg will launch the charter class of its new MBA program. The 21-month program will meet in small cohort format, encouraging close collaboration with faculty as well as fellow students. For information, e-mail <mbainfo@augsburg.edu> or call 612-330-1101. Math student teams place high An Augsburg three-person math team finished fourth among 65 teams in November in the North Central Section Team Problem-Solving Contest sponsored by the Mathematical Association of America. Another Augsburg team finished in the top half of the competition. Team members were Tim Bancroft, Andrew Held, Hung Nguyen, John Staton, David Wallace, and Dan Wolf. Physics student chapter is honored Augsburg’s chapter of the Society of Physics Students was selected as an outstanding chapter for 2002-03. The award letter highlights depth and breadth of “physics research, public science outreach, physics tutoring programs, hosting and representation at physics meetings, and providing social interaction for chapter members.” This is the second time in four years that Augsburg’s chapter has been among the top 10 percent recognized. New and continued physics grants Augsburg has received funding from the National Science Foundation and NASA for three multi-year research projects, each of which will provide funds for undergraduate student research. Professor Mark Engebretson heads up both NSF projects: the first, a five-year, $600,000 grant to support continued studies using the MACCS array of magnetometers in Arctic Canada; and the second, a threeyear, $426,000 grant with Dartmouth College to continue similar studies using data primarily from Antarctica. Professor Ken Erickson heads up Augsburg’s efforts to use data from NASA’s polar satellite to study magnetospheric substorms, and subsequent auroral displays. This $252,000 project is shared with Princeton University’s Plasma Physics Laboratory. Augsburg speech team scores top points at tourney C ompeting at the state and national levels against schools of all sizes, Augsburg Speech Team members have compiled a string of impressive victories. At the 22nd Annual Novice National Speech Tournament, held in early March at the Heather Nystrom ’05 and Ryan Sobolik ’05 Crystal Harles ’04 University of Houston, junior Ryan Sobolik Harles’ speech deals with international placed fourth in the nation in slavery and she said she tried to make the Extemporaneous Speaking, while the issue personal to help people understand Augsburg team garnered sixth place in the that their actions can make a difference in limited sweepstakes division. combating this situation. “There were so many excellent Junior Heather Nystrom took sixth speakers, I was proud just to make it to place in the same competition, with what the finals,” said Sobolik, of Fargo, N.Dak. she calls a “tough sell … trying to More than 50 colleges and universities, convince people to learn more about with over 1,000 competitors, participated statistical literacy, and apply it to their in the tournament. daily lives.” Through humor she tried to Earlier, at the Minnesota College keep people’s attention. Forensic Association’s annual state Augsburg’s team won a second place tournament, senior Crystal Harles won sweepstakes award in the limited entry second place in Oratory. This gives her a division at this state tournament. Coach bid as one of two Minnesota students to and communication studies professor Bob compete in the Interstate Oratory Groven says that this carries special weight Competition, the nation’s oldest and most since Minnesota’s state tournament prestigious oratory tournament, to be held presents some of the toughest competition in Phoenix in April. in the country. “Transforming the Profession of Health Care” Distinguished Alumnus Dr. Paul Batalden ’63 (left), Dartmouth Medical School, and Dr. David Leach, Accreditation Council for Graduate Medical Education, presented the 2004 Batalden Seminar in Applied Ethics, “Transforming the Profession of Health Care.” This coincided with the twoday conference, “Building Minnesota’s Healthcare Workforce through Diversity,” sponsored by Augsburg, Minnesota Hospital Association, Fairview Health Services, and UnitedHealth Group at which presenters included Minnesota senator Sheila Kiscaden and former U.S. senator Dave Durenberger. 2 2 Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:50 AM Page 6 Augsburg neighborhood partnership is honored Alumni, Friends, and Families— Come Celebrate! Augsburg Community Festival T he long standing relationship between Augsburg College and the Cedar-Riverside Community School was honored as one of six finalists for the new Carter Partnership Award that was presented by President Jimmy Augsburg and Cedar-Riverside Community School staff were Carter and his wife, honored at the Carter Partnership awards banquet. Rosalynn, as part of the Campus Compact director. “A president of the United States 10th anniversary event in February. The now knows who we are and what we’ve purpose of the award is to provide become. And Augsburg College has been recognition for outstanding campusthere for us all these years. They are what community partnerships. makes a true community school.” The award was presented to the Mary Laurel True, associate director of Grant Community School Collaborative of the Center for Service, Work, and Duluth. But, Mrs. Carter added, “Every Learning, said it was wonderful to be single one of the nominated partnerships recognized for a true, long-term, vital deserves recognition. It doesn't matter partnership. “It meant the world to us to who wins.” be able to let others know about our “It was a grand night for Cedarneighborhood and the immigrants who Riverside Community School,” said live here, and all the great work that we Stephanie Byrdziak, the school’s assistant do together.” Sunday, April 18, 2004 Noon–4:30 p.m. Campus-wide activities 12:30 Campaign kickoff, free food, and giveaways—on the Augsburg campus 12:45-4:30 Free activities for all ages • Free food, music, exhibits, reading corner • Science demonstrations • Lute Olson basketball clinic for boys and girls • Hockey clinic/open ice skating • Health screenings • Theatre production—Machinal • Art exhibits • Celebration service …and much, much more. You don’t want to miss it! Come back and join us on campus! Access to Excellence: The Campaign for Augsburg College Three new regents elected to board T he Augsburg Board of Regents welcomed three new members at its January meeting. Dan Anderson ’65, Dr. Marshall Stanton, and Emily Anne Tuttle were elected to six-year terms. Dan Anderson ’65 Dan Anderson was an All-American basketball player at Augsburg, and went on to play professional basketball with the Minnesota Pipers and as a charter member of the New Jersey Nets. He is now president of Swenson Anderson Financial Group in Minneapolis, with a network of planners across Minnesota and neighboring states. He is also regional director for Financial Network Investment Corporation, and a Winter 2003-04 general agent for a number of insurance companies. He serves on the board of Metro Hope Ministries. Marshall Stanton, M.D. Marshall Stanton is vice president, medical affairs for Cardiac Rhythm Management at Medtronic. He is a fellow of the American College of Cardiology and is chairman of the Fellowship Committee of the North American Society of Pacing and Electrophysiology. He graduated from the University of Pennsylvania and the Medical College of Virginia. He completed a residency in internal medicine at Mayo Medical School; he returned there to join the faculty and became director of the Cardiovascular Training Program. He also completed a fellowship in cardiology at Indiana University School of Medicine. Emily Anne Tuttle Emily Anne Tuttle was the first Democratic woman elected to the Minnesota Senate and specialized in healthcare policy. She was also elected to the Hennepin County Board of Commissioners. She currently serves on the Minnesota Humanities Commission and the boards of the Guthrie Theater, Abbott Northwestern Hospital, and the Minnesota Community Foundation. She is a graduate of the University of Minnesota and earned her master’s degree in public administration from the John F. Kennedy School of Government at Harvard University. 3 Augsburg Now Winter 04.3 4/1/04 11:50 AM Page 7 Around the Quad A single book and black robes—a medieval experience by Dan Jorgensen T hirty-two Augsburg first-year students are already wearing their graduation robes, but they won’t be participating in graduation ceremonies in May. The students are part of an experiment that not only is teaching them about life in medieval times but also is blending seven disciplines into one exciting new crosscurricular program. The experiment, titled “Medieval Connections,” not only has both exceeded its professors’ broadest expectations, but it soon could serve as a model for other Augsburg courses and for liberal arts institutions across the nation. “When the College embarked on a new general education curriculum this academic year, faculty were encouraged to seek ways to present courses that were interdisciplinary in nature,” noted Phil Adamo, assistant professor of history and leader of the new program. Adamo has been so pleased with the results of the course that he plans to prepare a paper on it for possible publication in several national journals. A core group of Augsburg faculty, including Adamo; Kristin Anderson, art; Phil Quanbeck II, religion; Joan Griffin, Students in Medieval Connections learn from a single book chained in the library. 4 English; and Merilee Klemp, music, met and put together the basics for the course. Philosophy colleague Bruce Reichenbach, and Darcey Engen, theatre, joined them to form the seven disciplines represented by the course itself. “The key idea that stuck with us is that the In the Medieval Connections class, students wear robes, as university/college that students did in the Middle Ages. we know today comes out of the 12th century,” Adamo said. help teach but also to respond to one “Faculty and students wore robes another and students’ questions. In somewhat similar to those that they do addition, a wide range of faculty and today, although today, of course, they’re others who have learned about the primarily used in ceremonies like course have been “dropping in” to share graduation.” their knowledge and expertise on The students are both taught and everything from medieval armor to what it learn in a style reminiscent of the was like to be a “traveling Sophist.” educational experience faced by students One recent guest professor was a monk from the “High Middle Ages”—the years from St. John’s University who talked 1100-1300 A.D. To learn in this fashion, about monastic life, the Gregorian chant, both students and faculty attend class and how the Bible was written by hand, garbed in robes—the faculty members using a project to write a new Bible wearing the robes that signify their currently underway at his school as an academic background and highest degree example. earned; the students wearing the robes Students begin each class with a prayer that they ultimately will again wear on to the medieval “saint of the day,” working graduation day. While students do have in teams to prepare the prayers and access to modern learning devices, such as presentations on the saints. Thomas papers and ballpoint pens, they all have to Aquinas, for example, was selected learn from one single book—a large because he is the patron saint of all volume that was “constructed” by the students. There are also long-term projects professors in cooperation with art for each student, and the final class will be instructor Tara Christopherson, and is a medieval feast where some will cook, chained in the library where the students some will play or sing music, some will must go to read it. As students read, they juggle, and some will debate—all the can write “marginalia” (comments) in the kinds of things students might have done book’s margins about what they have read, in a big medieval feast of the time. thus providing reading help for their “I think it’s a bit of genius here,” classmates and others who follow. This is Quanbeck noted. “Thanks to Professor similar to what would have happened in Adamo, we’re combining the theatrical, the Middle Ages, Adamo said. experiential, and academic and turning it Sometimes a single professor teaches into something that makes it very for the three-hour class, but usually two memorable. It changes students’ habits or three professors come, not only to and how they learn.” Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:50 AM Page 8 Basketball in a different league Vern Maunu by Betsey Norgard W Vern Maunu here might you find a thousand Twin Cities middle school and high school students on Sunday afternoons during the winter months? A logical answer might be the ski slopes or the malls, but in this case the answer is in church gyms playing in the AugsburgCongregational Youth Basketball League. Thirteen years ago, Augsburg College Pastor Dave Wold had concerns about young people and their connection to churches. Many dropped out of church after confirmation, and many young people in city neighborhoods had no connection to a church. Wold was interested in addressing these issues, as well as getting the word out about Augsburg College. Wold’s idea of a basketball league took shape when he realized how many church gyms in the metro area were not being used, and especially in thinking about how many students enjoy playing basketball but had no team to play on if they weren’t able to make their school teams. Wold and a group of youth directors and pastors developed the mission of the More than 100 Augsburg students, led by Pastor Dave Wold (right) help with various tasks during the Congregational Youth League Tournament at Augsburg in March. Winter 2003-04 Every game in the 70-church Congregational Youth Basketball League starts with devotions and ends with prayer, shared by both opposing teams. league “to provide relaxed yet structured games in a Christian setting, allowing kids an opportunity for fun and exercise while building relationships with teammates, opponents, and God.” Now, more than 70 churches and as many as 1,000 students play in church gyms on Sunday afternoons in the months of January and February. The season climaxes on the first weekend in March at a tournament on Augsburg’s campus. More than 100 Augsburg students help out at the tourney as referees, photographers, concessions workers, security people, etc. Wold, along with league director David Wrightsman and other youth professionals who run the league, seek to keep the tournament as low cost as possible. If churches can’t afford the full participation fee, which pays mostly for uniforms and referee fees, they find ways to subsidize them. As in any athletic division, there are rules. Each game begins with devotions and ends with prayer, shared by both opposing teams. During the game, there must be equal playing time for all team members. And, each team is strongly encouraged to take on service projects— in the church’s gym, in food programs, or in projects like Habitat for Humanity. The league has succeeded in bringing youth to the church. Half of the 70 teams last year were made up of senior high boys, and half or more of these players were not members of the churches for which they played. Some youth choose to play for a church team instead of their school team. Wonderful friendships form through the games. Teams from city and suburban churches get to know each other, and players build relationships with teammates, coaches, youth workers, and pastors. The story of Noah, an adopted Filipino high school student, is one example of the faith and love in this league. Noah has faced challenges all his life from a birth defect in his brain. He learned to love basketball and found tremendous support and friendship in his church team. His strength is in shooting, especially long shots. About five years ago in the tournament, the two finalist teams remained locked in a close game. In the final seconds, it was Noah who sank the ball from a long, half-court shot to win the tournament for his team. “That shows how great sport can be and how great people can be,” says Wold. For information on the Congregational Youth Basketball League, contact Pastor Dave Wold at 612-3301732 or <wold@augsburg.edu>; or David Wrightsman at the Urban Youth Ministry Project, 612-599-6911. 5 Augsburg Now Winter 04.3 4/1/04 11:50 AM Page 9 Sports Auggie women skate and tour in Italy, Austria Staff photo by Don Stoner M embers of the Augsburg College women’s hockey team took a trip of a lifetime during the Christmas holiday break, as they traveled to Italy and Austria, playing three games against local club teams and experiencing the beauty of the two countries. Ten Auggie players made the trip, along with head coach Jill Pohtilla, assistant coaches Barb Halbrehder and Bill Halbrehder, Augsburg staff, and several family members. The eight-day trip took the Auggies through the heart of northern Italy and to the historic cities of Florence and Rome. Members of the team raised money for two years to pay for the journey. “Having an opportunity to learn about another culture, first hand, is something the players will never forget,” Pohtilla said. “I had a similar opportunity playing hockey in Finland in 1980, and I will never forget some of the experiences I had.” On Dec. 29, after a day-long series of flights across the Atlantic, the Auggies arrived in Milan, met Marc Smith, their tour manager from GoPlay Sports Tours, and immediately began a day of sightseeing to help counteract the effects of jetlag. In Milan, Italy’s largest city, the team toured the Duomo, a stunning baroque cathedral with 3,400 statues and 135 spires, and walked across the city square to a huge downtown shopping area, the Galleria Vittorio Emanuele. After a night of needed rest in the nearby city of Bergamo, Augsburg was set to play its first game, against the Halloween Como team in the small town of Zanica. Women’s hockey in Italy is still in relative infancy, with only a handful of teams in the northern part of the country. So, with only nine skaters and a goalie, Augsburg was competitive against all of its opponents. In fact, Augsburg dispatched of 6 Members of the Augsburg women’s hockey team and others pose in front of the Colosseum in Rome. Front row (L to R) Jana Ford, Corrie Krzyska, assistant coach Barb Halbrehder, Kristin Johnson, Annie Annunziato, Maggie McDonald, Calla Lundquist, Britt Pennington, tour manager Marc Smith. Back row (L to R) Dale Ford, Jacob Ford, Molly Ford, Dottie Gilkerson, Christina Hughes, assistant coach Bill Halbrehder, head coach Jill Pohtilla, Kristin Opalinski ‘03; sports information coordinator Don Stoner, Stacy Anderson, Laura Prasek, athletic trainer Missy Strauch, Mari Johnson, Heidi Ford. Halloween Como by a 14-0 count. Freshman Stacy Anderson had a sixpoint day, with three goals and three assists, while senior Christina Hughes also had a hat trick (three goals). Senior Dottie Gilkerson, juniors Corrie Krzyska and Laura Prasek, and sophomores Calla Lundquist and Britt Pennington each scored two goals, while senior Annie Annunziato contributed assists. The team then moved on to the Alpine city of Bolzano, little city where the Auggies were then headquartered for three days. New Year’s Eve provided an incredible day and night of new experiences, including a two-hour bus ride deep into the Austrian Alps. As the team rode to Austria, jaws dropped at the stunning scenery of the Brenner Pass, one of Europe’s most famous trade routes. The team’s second game also provided a unique experience—a semi-outdoor rink in the small town of Kundl, Austria. The rink was enclosed, but two of the four sides were open to the elements. Many players said it was the first time they had played on an outdoor rink, which made for an interesting game. Like Italy, women’s hockey in Austria is also relatively new, but the Kundl Crocodiles provided some strong competition. The team even recruited other players from its league to play the Auggies, but in the end, the Minnesota players’ years of experience proved too much, as Augsburg won 6-0. Pennington was the star of the game, with a three-goal hat trick, with Gilkerson, Hughes, and Annunziato adding markers. Junior Jana Ford also got on the board for the Auggies with an assist. Augsburg outshot Kundl by a 2910 margin, with junior goalie Kristin Johnson getting her second straight shutout. “One of the funniest moments for me was when the Austrian team hosted a Winter 2003-04 4/1/04 11:50 AM Page 10 the famed Trevi Fountain, you will Italy, the Bolzano Eagles. The return to Rome someday, and every game was played at the member of the Augsburg group threw Bolzano civic arena, the largest some coins in the water. hockey arena in the country, Augsburg’s final full day in Italy was with seating for more than a whirlwhind day of sightseeing across 7,000 spectators. Rome. Starting early, they toured the Augsburg scored three Colosseum, the fabled arena where goals in the first eight minutes gladiators battled before the emperors, of the game and claimed a 6-2 and traveled up the hill to the Roman victory to complete the trip. Forum, an archeological wonder from Anderson had her second hat ancient times. trick of the trip, with Prasek, From there, the group went to the Annunziato, and Krzyska Pantheon, the oldest complete structure adding goals. The Auggies Dottie Gilkerson (left) and Kristin Johnson (right) pose in Rome, a church of immense size and dominated from start to finish, with a member of the Kundl Crocodiles after Augsburg’s beauty. The day ended in the holiest of not allowing Bolzano’s goals 6-0 win in Kundl, Austria, on Dec. 31. sites, St. Peter’s Basilica in the Vatican, until the final two minutes of followed by a pizza dinner and a trip to the game. brief get-together after our game. The a gelato shop for some authentic Italian With the hockey complete, the language barrier was evident, and it ice cream. Auggies became tourists, as the journey took a line from Finding Nemo to break It was a trip filled with exciting went south into the fabled province of through. The players from both teams hockey, memorable sights, once-in-aTuscany. A night in the small city of knew the lines, ‘Keep swimming, keep lifetime moments, and an incredible Montecatini was followed by a day of swimming’ along with ‘Mine...mine... opportunity to come together as a team sightseeing in Florence, the city that mine.’ We all laughed hard about it,” in the process. spawned the Renaissance. Pohtilla said. From the Duomo church with its On the trip back to Bolzano, the Don Stoner is sports information unique “dome within a dome” design to team stopped for a couple of hours in coordinator and accompanied the team on the beautiful plazas, the Ponte Vecchio the Bavarian winter sports mecca of their trip. bridge and the stunning churches and Innsbruck, host city for two Winter public spaces, the day Olympic games. As the team arrived, a in Florence, while running race was taking place as part of short, was still the city’s New Year’s Eve celebration, memorable. And providing a unique detour. several of the players Arriving back in Bolzano, the showed off their Auggies joined thousands of Italians at “power-shopping” the city’s soccer stadium for a grand skills as well. New Year’s Eve party, complete with Back on the bus bands, fireworks, and plenty of and the four-hour celebrating. journey to Rome New Year’s Day provided some of the where, yet again, the most incredible scenery of the trip, as scenery was the team traveled deep into the craggy outstanding at every high peaks of the Dolomite mountains, turn. The evening unique among the splinter ranges of the was spent in two of Alps. The cable car rides to the top of the most famous the mountain at a local ski area gave the places in Rome, the Auggies plenty of stunning views for Spanish Steps and the photo opportunities and time for Trevi Fountain. Jana Ford (2) and a Bolzano player pursue the puck during playing in the snow. Augsburg’s 6-2 victory over the HC Bolzano Eagles. Augsburg won According to legend, The next day, Augsburg had its last if you throw a coin in all three of its games against opponents from Italy and Austria, outscoring the foes by a 26-2 margin. game of the trip against the best team in Winter 2003-04 7 Staff photo Staff photo Augsburg Now Winter 04.3 Augsburg Now Winter 04.3 4/1/04 11:50 AM Page 11 AN ENORMOUS HONOR FOR DISCOVERY OF TINY PROTEINS PETER AGRE ’70, THE NOBEL PRIZE IN CHEMISTRY by Betsey Norgard Augsburg’s focus on vocation centers on listening for and responding to a call in one’s life. Peter Agre’s illustrious career has exemplified this process of understanding one’s passions and talents, and discerning the work that would best use them in service to others. Last fall, Agre’s life was unexpectedly and dramatically changed by another call—a single telephone call that came at 5:30 in the morning on October 8. The voice on the other end spoke politely with a Swedish accent and informed him that he had won the Nobel Prize in Chemistry for 2003. Since then, Agre’s life has been a whirlwind of travel, interviews, ceremonies, speeches, and thousands of e-mails. Highlights have been the Nobel week in Stockholm, honors at the White House, and, most recently, a hometown tribute befitting a high school and college hero. Agre is a Minnesota native, born in Northfield where his father taught chemistry at St. Olaf College. In 1959, Courtland Agre came to Augsburg as chemistry department chair, and within three years, with the help of new professors John Holum and Earl Alton, rebuilt and refurbished the department. Augsburg’s chemistry program then received the prestigious approval from the American Chemical Society. In his senior year at Roosevelt High School in Minneapolis, Peter Agre was voted one of two most likely to succeed. He was not a focused student, however, and took more interest in the underground student newspaper than in his academic subjects. He refers to himself as a “handful” for his teachers. Already in his last year of high school, Agre began taking classes at Augsburg and then enrolled full time. Here he truly connected with several 8 Nobel winner Peter Agre returned to campus and visited the chemistry labs where he spent considerable time as a student in the late 1960s. Here, he chats with student Mike Starner about the day’s project. professors, most especially with John Holum in chemistry, and was able to complete a major in chemistry in twoand-a-half years, culminating in the decision to became a medical doctor. During medical school at Johns Hopkins University, Agre began gravitating toward research. “I wanted the kind of career where I could help people and do useful work that helped people—both as individual patients and by working on disease mechanisms,” Agre explains. “That’s what really got me into the science.” In his senior year in medical school, he began working in laboratories, rather than pursuing the advanced training of a specialty. After a three-year medical residency at Case Western Reserve University and a clinical fellowship at University of North Carolina, he returned to Johns Hopkins for a research fellowship in cell biology. In 1984 he joined the faculty and is now professor of biochemistry. It was his roommate in medical school who first connected him with a “hot” research lab on campus staffed by an international group of researchers, with whom he remains close. “It was actually the people doing science as much as the science that caught my interest,” Agre explains. “I never felt so excited about being with a group of individuals as with the people in this laboratory.” Some of these researchers traveled to Sweden to be with him at the Nobel ceremony. Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 12 Prize-winning research Agre was honored for his work in discovering the existence of proteins that he named “aquaporins,” that are responsible for the passage of water across cell membranes, a process essential to all living things. Agre’s discovery was a result of research serendipity—or “luck favoring the well-prepared,” as it was described in a Johns Hopkins press release. In 1991, while engaged in other research, his lab noticed a small, ubiquitous protein, which they isolated and cloned—and which later proved to be the longsought-after regulator of water movement across cells. (See sidebar on page 11). Agre shares the $1.3 million prize with Roderick MacKinnon, of Rockefeller University in New York, whose research studied similar questions of cell transport involving ions. Across the ocean and seven hours earlier, Augsburg students, staff, and faculty watched via live webcast the formal proceedings of the Nobel Prize Ceremony in Stockholm on Dec. 10. Nobel Peace Prize, awarded in Oslo, Norway), on Dec. 10, the anniversary of the death of Alfred Nobel, who bequeathed the endowment that funds the annual awards. For a week around this date, the 2003 laureates presented lectures, spoke at press conferences, made visits to academic and medical institutions in Scandinavia, and enjoyed the Nobel collegiality. Agre describes the week as “Cinderella-like, except at midnight everyone kept partying.” Agre received his gold medal at the The Nobel Prizes are awarded in highly formal prize ceremony, presented Stockholm, Sweden (except for the to him by King Carl XVI Gustaf of Sweden, surrounded by the royal family and prestigious academics. At the gala banquet, Agre presented a short “thank-you” speech on behalf of MacKinnon and himself (see p. 11). The Augsburg community was able to share in the festivities via a live webcast from Stockholm. In Christensen Center, a crowd gathered around a large computer Don Shelby (right), host of the afternoon show on WCCO radio, enjoyed a radio interview with Peter Agre and President Frame. monitor, under a A week in December Winter 2003-04 banner congratulating Agre, and cheered and clapped even while watching a very fuzzy screen image. Back home in Minnesota In February Agre returned to the Twin Cities for several days to visit his family, as well as to engage in yet another week of whirlwind activities and talks. His first stop in Minneapolis was at his high school alma mater, something he says he wanted to do for himself. His message to students there is one he repeated several more times during the week: “Whatever it is that captures your interest—you should go for it. There’s no limit in life. You can do whatever you want.” At Augsburg, to a filled Hoversten Chapel, Agre presented the same lecture about his research that he gave in Stockholm during Nobel Week. He likened the chance discovery of aquaporin water channels to that of driving along a gravel road in the middle of nowhere in northern Minnesota and suddenly coming upon a city of 200,000 people. “You think to yourself, ‘now this is really interesting,’ ” he quipped. While on campus, Agre had a chance 9 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 13 Agre and President William Frame testified before the Minnesota Senate Higher Education Budget Committee about the need for adequate funding for education. sequence of his findings that led to the aquaporin discovery and describing extensive research others have carried forward in expanding the knowledge and seeking medical applications. Courtland Agre was a chemist at 3M before and after his teaching career, working with a team of scientists to develop synthetic adhesives, and Peter Agre acknowledged that connection. Later, at the State Capitol, Agre appeared with President Frame before the Senate Higher Education Budget Committee to plead the need for science education and adequate funding for research and education. “Research is what lifts us,” Agre told the senators, and “no one is willing to pay for excellent research.” Without it, for example, he said, no new antibiotics can be developed to combat the growing immunity to current drugs. This critical research, especially in Third World countries, is not the kind of profitable research drug companies seek. With the image projected on a large screen beside him, Peter Agre presented his research on “aquaporins” to over 600 employees as part of Tech Forum series at 3M. to greet several of his former Augsburg professors—chemistry professors John Holum and Arlin Gyberg, math professor Henry Follingstad, and biology professor Ralph Sulerud, among others—and reiterated their contribution to shaping his science interests and career direction. During the week the Agre family also gathered on campus, a homecoming for 10 a number of Agre Auggies. Of Courtland and Ellen Agre’s six children, four are Augsburg graduates: Annetta Agre Anderson ’69; Peter ’70; James ’72, who serves on the Science Advisory Board; and Mark ’81. Courtland Agre died in 1995. At 3M’s Tech Forum, Agre spoke to a crowd of 600 or more, presenting the Cheerleading for science Agre enthusiastically talks about using his public forum this year to advocate for science education and the necessity for every person to be educated in science. With science an integral part of 21stcentury life, he stresses the importance Winter 2003-04 Augsburg Now Winter 04.3 4/5/04 8:21 AM Page 13 PETER AGRE’S ‘THANK-YOU’ REMARKS ✷ DECEMBER 10, 2003 Your Majesties, Your Royal Highnesses, Distinguished Guests: AQUAPORINS Written in 1895, Alfred Nobel’s will endowed prizes for scientific research in physics, chemistry, and medicine. At that time, these fields were narrowly defined, and researchers were often classically trained in only one discipline. In the late 19th century, knowledge of science was not a requisite for success in other walks of life. Indeed, the 19th century painter James McNeil Whistler achieved artistic immortality despite failing chemistry at the U.S. Military Academy at West Point, an experience which he remembered with amusement saying, “Had silicon been a gas, I would have been a major general.” But the depth of science has increased dramatically, and Alfred Nobel would be astonished by the changes. Now in the 21st century, the boundaries separating physics, chemistry, and medicine have become blurred, and as happened during the Renaissance, scientists are following their curiosities even when they run beyond the formal limits Peter Agre, Nobel Prize laureate in chemistry, used the opportunity when speaking on behalf of the two chemistry of their training. At the same winners, to laud and praise science teachers for their role in time, the need for general creating interest for their students. scientific understanding by the public has never been larger, and the penalty for scientific illiteracy never harsher. In his masterpiece, One Hundred Years of Solitude, Gabriel Garcia Marquez, winner of the 1982 [Nobel] literature prize, describes the isolated village of Macondo where the inhabitants suffer from their own naiveté, trading their hard-earned gold to gypsies for what they believe to be amazing inventions—a magnet, a magnifying glass, and even an enormous, transparent crystal that fascinated them being so cold it was painful to touch. What they regarded as the greatest invention of their time was only a block of ice. In a way, the inhabitants of Macondo resemble contemporary individuals without any background in science. Lack of scientific fundamentals causes people to make foolish decisions about issues such as the toxicity of chemicals, the efficacy of medicines, the changes in the global climate. Our single greatest defense against scientific ignorance is education, and early in the life of every scientist, the child’s first interest was sparked by a teacher. Ladies and gentlemen: please join Dr. Roderick MacKinnon and me in applauding not the Nobel laureates but the heroes behind past, present, and future Nobel prizes— the men and women who teach science to children in our schools. Tack så mycket. © The Nobel Foundation, 2003 Winter 2003-04 a chance discovery © 2003, The Nobel Foundation. Photo by Hans Mehlin. NOBEL BANQUET Water comprises about 70 percent of the human body and is constantly passing across cell walls. Peter Agre was the first to identify the particular protein that serves as the channel through which the water passes. It was a discovery of chance for Agre’s lab team. While researching blood cells, they noticed a commonly reoccurring mystery protein. It was a colleague of Agre’s who suggested that this might be the long-soughtafter water channel. By isolating, cloning, and introducing this protein into frog eggs, Agre’s team was able to confirm that it, indeed, allowed passage of water—and Agre named it Aquaporin-1. Since then, research around the world has explored the presence of additional aquaporins—or “water pores”—and extensively documented their existence in bacteria, plants, and mammals. Not all are equally understood, however. Agre quips that a particular one, Aquaporin-6, was “sent by God for our hubris in saying that we understand these proteins.” While Agre’s research does not yield immediate cures or treatments for disease, it has exploded the understanding of what he dubs this “molecular plumbing system” and provided explanations for physiological processes at sub-disease states. As Agre says, “We have the answer—now what is the question?” From here, research will focus on application of this information in studying a wide variety of diseases— kidney diseases, cystic fibrosis, diabetes, Sjogren’s Syndrome, among them. Beyond that, Agre says that the research can also benefit biotechnology, and even agriculture. 11 Augsburg Now Winter 04.3 4/5/04 8:21 AM Page 14 receiving something in translation. In his banquet speech at the Nobel Ceremony, Agre stated that “Our single greatest defense against scientific ignorance is education.” He then applauded the role of teachers, whom he called the “heroes behind past, present, and future Nobel prizes.” (See the full text of this speech on p. 11.) When talking with young people, he also encourages them to identify their heroes. One of Agre’s heroes he enjoys talking about is Nobel chemistry and Peace Prize laureate Linus Pauling, the eminent scientist whose unwavering opposition to nuclear testing led the fight to pass the limited test ban treaty. Pauling stayed with the Agre family while speaking in Minneapolis when Agre was a teenager, and the strong social conscience of the renowned scientist profoundly impacted Agre. Agre is taking advantage of his Nobel stature to speak out on issues affecting science research, especially against restrictions placed on research as a result of the war on terrorism. Together with other Nobel laureates, he has advocated on behalf of a former professor, Thomas Butler, who faced 69 felony charges and massive fines for the mishandling that he voluntarily reported of plague samples used in bioterror research. of being able to evaluate the validity of daily news, statements from government officials, and so on. People without science background are “totally at the mercy of the government or big companies that tell them a particular pollutant is not dangerous,” Agre says. Equally worrisome to Agre is the situation where decisions about foreign policy, such as signing the Kyoto Accord, are made by lawyers with no scientific background. Even though there are scientific advisors, he sees it as similar to 12 Learning for life In summing up, Agre believes that although science is important, liberal arts are critical to educate people in many different areas for a lifetime. He told the Senate higher education committee, “All the good in my life happened because of my education.” He believes that “part of being educated is learning that we learn our whole lives, and we need to … have some background in different cultures, study abroad.” Agre told the press that “the difference between laureates and the general public is that when we get up in the morning we really long to be at work.” That’s a statement of calling. ■ Courtland Agre taught chemistry at Augsburg for 17 years, from 1959 to his retirement in 1976. He also enjoyed an illustrious career in industry at both DuPont and 3M in the early research around synthetic adhesives. Agre revitalized Augsburg’s chemistry department and was recognized for his programs that brought high school students to campus. Under his leadership, Augsburg’s department received initial approval from the American Chemical Society. Agre’s last visit to campus was at Homecoming in 1995 when Peter Agre was honored as a Distinguished Alumnus. Courtland Agre died a few weeks later, in October 1995, from cancer. His wife, Ellen, when interviewed about Peter’s Nobel Prize, told Minnesota Public Radio her daughter said that before his death, Courtland had stated that one day Peter was going to win the Nobel Prize. “Courtland would be rejoicing,” Ellen Agre told the interviewer. Winter 2003-04 Augsburg Now Winter 04.3 4/5/04 8:22 AM Page 15 1 5 2 6 3 7 1 E. Milton Kleven ’46 and his daughter, Barbara Kleven Birky, are among the attendees at the dinner in honor of Peter Agre. 2 Bill and Kathy Urseth posed for a photo with Agre. 3 Augsburg regent James Haglund and his wife, Kathy, exchanged greetings with the Nobel Prize laureate. 4 Proud mother Ellen Agre enjoys the light moments of Peter’s presentation in the campus convocation about his research. 5 After his convocation in Hoversten Chapel, a throng of people waited to greet the Nobel laureate, including Philip Quanbeck Sr., to Agre’s left. 6 Agre reminisced with Professor Henry Follingstad, his former mathematics teacher, as members of the Department of Chemistry looked on. Clockwise, from lower left: Professor Joan Kunz, chair of the Division of Natural Sciences and Mathematics; Professor Arlin Gyberg, who taught Agre as a student; Professor Sandra Olmsted ’69, chemistry department chair; chemistry student Monica Koukal; and Follingstad. 4 Winter 2003-04 7 Dean Malotky ’71 (center) and Peter Agre were a year apart in the chemistry department. Cheryl (Rogalla) Malotky ’72 (left) looks on as they talked. 13 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 17 DISHING UP RECIPES FOR LEARNING AND SERVING by Betsey Norgard photos by Stephen Geffre Winter 2002-03 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 18 AS ANYONE WHO COOKS KNOWS, finding creative ways to combine ingredients is a challenge. In the Campus Kitchen at Augsburg, students receive surplus food from the College’s food service and other local food banks and transform these various ingredients into healthy and tasty meals for neighborhood residents in shelters and community programs. Augsburg is one of six campuses in the country to join The Campus Kitchens ProjectSM, a leadership development program of DC Central Kitchen. The project focuses on making use of recycled food, students in servicelearning, and teaching food preparation skills to the unemployed. It is also a great opportunity for volunteers from the campus and the community to combine talents. The Campus Kitchen at Augsburg opened in October with President and Mrs. Frame cooking the first meals under the direction of Augsburg’s Sodexho food staff. About 60 volunteers have been involved weekly since then, serving 100 to 300 meals—a total of more than 2,400 meals in the five months. Two or three nights a week, a team of LEFT PAGE, TOP—Freshman Nicholas Stuber (center) is one of the Augsburg Seminar (AugSem) students who worked in the Campus Kitchen as part of his religion and history classes. LEFT PAGE, CENTER—First-year students learn about the new Campus Kitchen at Augsburg. Front row (L to R): Chelsea Hosch, Megan Christensen, and Emily Squadroni. Back row (L to R): Micah Lenthe, Ted Toborg, Tayton Eggenberger, and Marisa Navarro LEFT PAGE, BOTTOM LEFT—Campus Kitchen supervisor Abby Flottemesch (right) and volunteer Bill Ogren ‘73 spoon out browned meat for the recipe being cooked up that evening LEFT PAGE, BOTTOM RIGHT—Senior Josh Reichow scoops out cans of chili as part of the meal he is making in the Campus Kitchen at Augsburg, with senior Rhia Gronberg working in the background. Up to 300 meals per week are delivered to neighborhood community programs. Winter 2003-04 Doug Klunk (center), Sodexho food service director at Augsburg, explains the kitchen facilities to the first-year Augsburg Seminar students who will be working in the Campus Kitchen program. volunteers assesses the food ingredients available that day, and cooks up meals of entrees, desserts, soups, etc. The next day another volunteer team delivers the food to one of three neighborhood agencies— Safe Place at Trinity Lutheran Church, the Brian Coyle Center Kids College, Catholic Charities’ Secure Waiting Place, and Peace House. “One thing I will never forget is just the look on their faces when they see that we have brought them some food,” said freshman Jennifer Ramos. “Along with being happy about the food, they are excited to see us.” Volunteers spend time at the centers after delivering the meals to get to know the people being served. One of Augsburg’s first-year seminars, or AugSem, included a service-learning component in the Campus Kitchen into paired religion and history classes. History professor Phil Adamo teaches Beginning of Western Culture, where students study how resources are collected, distributed, and controlled. Preparing and delivering the meals gave his students some first-hand understanding of how the process works. Project director Abby Flottemesch also helps the students organize additional activities—clothing drives, special events, and projects. In February, the student volunteers prepared a Valentine’s Day meal for teen parents and their children at the Division of Indian Work in Minneapolis. The Campus Kitchen at Augsburg developed from the collaboration of the Center for Service, Work, and Learning and Sodexho, the College’s food service provider. “It’s a natural extension of our community service-learning interests,” President William Frame recently told the Minneapolis Star Tribune, adding that it fit Augsburg’s mission to be an “active citizen in the neighborhoods.” In addition to fulfilling their AugSem requirements, first-year students learn the broader lessons embodied in the Campus Kitchens motto—“Teach, Reach, Feed, Lead.” “At the end of the day I feel better knowing that I have made an impact on someone’s life,” says Ramos. ■ 15 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 19 CCO ONONCNANE CMTNPI NUGSE C T I N G —a home for Hispanic/Latino students by Betsey Norgard • photos by Stephen Geffre IN 2003, Augsburg’s Hispanic/Latino Student Services program celebrated its 10th anniversary. Established in 1993, it is the newest of the four programs that provide services for ethnic populations at the College. During its first decade, the program grew from the initial 13 students served to over 40 students who now receive assistance and academic support in areas of admissions, financial aid/scholarships, registration procedures, academic advising, personal counseling, and advocacy. The students also receive help to obtain internships, employment, and community referrals. While most activity in the program involves the day students, weekend and graduate students also take advantage of services on campus and community networking. Augsburg’s program is growing at the same time the Hispanic/Latino population in the state of Minnesota is experiencing a triple-digit percentage increase, according to the 2000 census data. The College’s location in the heart of the Twin Cities makes it accessible to Hispanic/Latino youth of both Minneapolis and St. Paul, and Augsburg’s commitment to a diverse student body enables it to offer the financial and academic resources to reach these students. Of the more than 40 students served this year, 12 are international students, while more than double that number come from the Twin Cities metro area. Eloisa Echávez, who received her 16 Dulce Monterrubio, from Mexico City, is both a senior international relations major and an enrollment counselor in the Enrollment Center. bachelor’s degree in 1994 and master’s degree in educational leadership in 1998, was the program’s founder and director for its first six years. She is now executive director of La Oportunidad, Inc., a St. Paul community agency. “During this time, I witnessed first hand how the support that Hispanic/ Latino students received made a great impact,” Echávez states. “I saw [them] grow in every area of their lives, carrying proudly Augsburg’s mission and becoming leaders in their respective communities.” For three years, Hispanic/Latino students have participated in Scholastic Connections, a College scholarship program that pairs students of color with alumni of color in mentoring Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 20 relationships. Adela Arguello, a junior from Nicaragua, double-majoring in finance and economics, is one of three students currently “connected” to an alumni mentor. ”This scholarship has been one of the instruments that has made possible the great experience of having a college education in the U.S.,” she says. “My mentor, Diane Love-Scott, and her husband, Rick, have both been great mentors and great friends in the past two years.” Love-Scott, who graduated in 1998 and now is a social worker for Hennepin County, was one of the first students involved in the program and speaks about its impact. “Getting connected to the Latino program and being part of its development was an honor. … Since there only were a handful of Latino students, it felt like we were a family. The Latino program allowed for a group of students to be heard and recognized that otherwise would simply just have ‘blended’,” she says. Plus, becoming active in the Latino group helps students connect with other activities on campus. “My involvement with campus life was greatly attributed to my participation in the Hispanic/Latino SCHOLASTIC CONNECTIONS Students Renzo and Robert Amaya Torres (second and third from left) and Adela Arguello (second from right) and mentors (left to right) Franklin Taweh, Eloisa Echávez, Maria R. Johnson, and Diane Love-Scott are part of the Scholastic Connections program, pairing students of color with alumni mentors. Hispanic/Latino program director Emiliano Chagil stands at the right. Student Association,” says Juliana Martinez, who graduated last year with an MIS major and business minor. “As a transfer student, it can be difficult to approach other organizations and find common grounds with its members. By founding this student organization, the Hispanic/Latino Student Services [program] opened the doors to host and support events together.” In 2001, Augsburg was recognized as a “2001 Educator of Distinction” by Saludos Hispanos, a Los Angeles-based career and education magazine and Web site for its efforts in outreach and Speaking on behalf of the mentors at the annual Scholastic Connections dinner, Diane Love-Scott ’98 commented that “a lot of the people sitting at these tables are a big part of what I am today.” Winter 2003-04 recruitment. Included in that are the College’s efforts to provide financial aid and scholarships above and beyond what is available through normal state and federal sources. Senior Victor Acosta received federal funding and academic support that are helping him excel as a physics major. He is the recipient of a prestigious Goldwater Scholarship for math and science students and has spent two summers engaged in research funded by the National Science Foundation. Part of the College’s and program mission is to help students prepare for Juniors Renzo and Robert Amaya Torres, twin brothers from Colombia, spoke on behalf of scholarship recipients at the Thanksgiving reception for scholarship donors last November. 17 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 21 jobs in the workplace. Martinez found a position as a technology coordinator at a St. Paul community development center. Charles Barton, a 2003 graduate in education, who has been featured in a continuing series in the St. Paul Pioneer Press, has decided to bide his time until the right teaching job opens up. In the meantime, he mentors at-risk kids and manages a before- and after-school program at a metro-area school. Students from the various Hispanic/Latino countries bring their cultural traditions to Augsburg’s campus life. During Hispanic Heritage Month, mid-September to mid-October, a series of community speakers and presentations focused on cultural traditions and social issues in Mexico, and Central and South America. Each year in Chapel during Advent, the Hispanic/Latino students present Las Posadas, a reenactment of Mary and Joseph’s journey to Bethlehem and search for lodging. The campus community joins in singing the procession along, and then celebrates with the festive breaking of a piñata. Program director Emiliano Chagil believes that Augsburg will grow as a resource to the burgeoning Hispanic population. Augsburg’s weekend program is especially suited to help working adults in the Hispanic community complete an undergraduate education— the dream of many immigrants seeking better lives for their families. He credits ABOVE—Hispanic/Latino students and others in Augsburg’s chapel joined to sing the traditional songs of the celebration of Las Posadas that reenacted Mary and Joseph’s journey to find lodging for the Christmas night. LEFT—Emiliano Chagil, Hispanic/Latino Student Services director, congratulates Charles Barton as he graduated with a major in education last May 18 the support of the administration, especially that of Ann Garvey, associate dean for student affairs, in helping shape the direction of the ethnic programs. Chagil, a native of Guatemala who came to the Twin Cities in 1980, has a master’s degree in theology from the University of St. Thomas School of Divinity and considers himself a testament to what is possible. “The world is a wonderful world, but one must have faith, and believe in one’s self and trust others that our mission on Earth to better creation can only be accomplished with a community,” Chagil says. “Education is the right guidance for the journey. Our nation is waiting for leadership and one must consider the challenge. As commonly said in Spanish, ‘Dios primero,’-— ‘Let God be first.’ ” ■ CONNECTING ON CAMPUS CONNECTING ON CAMPUS CONNECTING ON CAMPUS CONNECTING ON CAMPUS CONNECTING Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 22 AUGSBURG A K E T O F A M I LY A F F A I R Winter 2003-04 many of his games, and is already looking forward to next year’s season. Outside of basketball, although Alex and Kevin attend classes on the same campus they hardly see each other. Alex’s MAL classes meet every other weekend, and Kevin studies during the week. Even so, they still find time to meet or talk every now and then—as when they needed to clear a mix-up on their e-mails. One of Kevin’s professors, unaware that Charles Walbridge When considering their options for higher education, this father and son duo from Forest Lake, Minn., had no intention of attending the same college. However, the educational paths of Alex and Kevin Keto led them both down different roads to Augsburg College. Alex, who is currently a marketing manager for Wendy’s International, Inc., came to Augsburg in September 2002 to enroll in the College’s Master of Arts in Leadership (MAL) program. He had been planning to pursue graduate education after his son completed high school, and wanted something different than an M.B.A. Augsburg’s MAL focus on leadership intrigued him as different from other comparable college programs. Believing that “you can never stop learning,” he felt he had found a “perfect fit” at Augsburg. He feels the leadership aspect of the program will benefit him in his job and give him a competitive edge. “I hope to take what I know,” he says, “and add some leadership to incorporate mentoring to develop some kind of leadership program.” Alex’s son, Kevin, choose a different road to Augsburg, which was in no way influenced by his father. Kevin entered Augsburg as a freshman last fall. A graduate of Forest Lake High School, he was involved in community service through the National Honor Society (NHS) and was the point guard on the varsity basketball team. As a team member and co-captain, he helped run basketball camps for younger players. Kevin’s college selection pointed Augsburg’s way because he wanted to attend a school that had diversity, that was in the city, and where he could continue to play basketball. To his great joy, he made the varsity team in his first year and found that college basketball was a new experience he really enjoyed. He also enjoyed having Alex in the stands at Stephen Geffre by Rebecca Welle ’04 Father and son Alex and Kevin Keto enjoy a rare moment together on campus. Both are Augsburg students, but their class schedules rarely overlap. Freshman guard Kevin Keto was drawn to Augsburg as a school in the city where he could continue playing basketball—and have his father in the stands for many games. Kevin was not the only Keto on campus, e-mailed him with praise for a paper he wrote, asking if it could be shared with the class. Much to the professor’s surprise, the e-mail went to Alex, who wrote back explaining the confusion. The professor than e-mailed Alex back thanking him for setting everything straight and complimenting the work of his son. Although Alex plans to complete his degree in the next year, Kevin will not be far behind. Because of advanced placement courses in high school, he is on an accelerated pace in his college studies. He has continued his service work from high school and is currently volunteering as a tutor for Somali children as part of his Christian vocation class. Kevin has already accepted a position for next year as a resident assistant in Urness Hall, where he will help new freshman find their way around new classes, a new campus, and new experiences. ■ Becky Welle is a senior communications major and intern in the Office of Public Relations and Communication. 19 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 23 AAlumni LUMNINews NEWS From the Alumni Board president’s desk… T hese are exciting times for Augsburg College and Augsburg alumni. Several months ago, the College launched the “Transforming Education” marketing campaign. Billboards, radio and magazine advertisements, and the Augsburg Web site reflect that which all Augsburg alumni know: “Be yourself at Augsburg, and leave completely changed.” One alumnus who exemplifies the transforming nature of an Augsburg education is Peter Agre ’70. Shortly after the campaign was launched, the Royal Swedish Academy of Sciences announced that Peter was one of two winners of the Nobel Prize in Chemistry (see the feature story on p. 8 for details). Peter’s award is a fantastic honor and all Augsburg alumni can be proud of his achievement. Peter’s honor has personal meaning for me. While a senior at Augsburg, I traveled to Baltimore in the spring of 1984 to visit the Johns Hopkins University where I would matriculate in the School of Medicine that fall. Peter, early in his career at the time, warmly welcomed me to the city and into his home. He gave me an exhaustive tour of the city and the medical school and introduced me to many of his colleagues. Later, Peter was my teacher and mentor on the clinical wards. Despite his busy schedule, Peter always had time to talk and reminisce (especially about Minnesota and Augsburg). He was a terrific mentor and later a good friend and colleague. Congratulations, Peter! In Alumni Board news, Dan Anderson ’65, who joined the Alumni Board last year, recently accepted appointment to the Augsburg Board of Regents. One of Dan’s primary roles on the Board of Regents will be to represent the Alumni Board and alumni. Dan is a dedicated supporter of the College, and this appointment will surely benefit the entire Augsburg community. These truly are exciting times for Augsburg and its alumni. Within a Christian context, the College remains committed to an education that is academically excellent and “transforming.” One measure of the “transforming” nature of an Augsburg education is alumni participation in the affairs of the College. Indeed, alumni have not only increased their participation in alumni events, but have also increased their giving of time, talents, and financial gifts to Augsburg. On behalf of the Alumni Board, I thank you for your generosity! Paul S. Mueller ’84, M.D. President, Alumni Board A ugsburg alumni are invited to explore Lutheran heritage in Germany and Eastern Europe in a tour sponsored by the Alumni Association, October 15-27. This custom created travel program features the places of Martin Luther’s life and ministry in the German cities of Wittenberg and Eisleben, as well as a special worship service at the American Church of Berlin, where Augsburg alumnus Rev. Ben Coltvet ’66 is currently pastor. The itinerary also includes visits to Dresden and Leipzig, as well as to two of Europe’s most beautiful capital cities, Prague and Budapest. In addition, tour participants will have an opportunity to interact with the local Lutheran community in 20 Bratislava, Slovakia, where the Lutheran church dates back to the 16th century. Augsburg professor Dr. Mark Tranvik and his wife, Ann, will host this tour from the Twin Cities. Tranvik has taught reformation history at Augsburg for 10 years and has recently visited the places of Martin Luther’s life in Germany. Pre-registration is required by June 15. A tour information and education meeting will be held May 16 at 2 p.m. in the Christensen Center (Century Room). A tour brochure is available for download in the Alumni News section of the Now Online at <www.augsburg.edu/now>. For further Czech Tourist Authority Alumni tour features Lutheran heritage in Germany and Eastern Europe information, contact Alumni/Parent Relations at 612-330-1178 or <alumni@augsburg.edu>. Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 24 Second annual Connections event a success T SUMMER AUGGIE HOURS Auggie Hours are held the second Tuesday of each month at 5:30 p.m. Please join us! Staff photo he second annual Connections—A Women’s Leadership Event, cosponsored by Augsburg College and Thrivent Financial for Lutherans, was held January 31. It was an inspirational morning for over 130 participants including more than 25 current Augsburg students. “What makes this women’s event unique compared to others is that we invite students to participate in this leadership development opportunity so The second annual Connections—A Women’s Leadership Event in January was a successful and they may network and be encouraged inspiring morning for over 130 participants. The by the experiences and stories of the presenters, pictured above, were: Front row (L to amazing women who attend,” said Sue R): Annette Minor, Tammera Ericson ’93, Julie Sabo ’90 (Back row): Anne Frame, Jennifer Martin, Klaseus, vice president of Augsburg’s I. Shelby Andress ’56, Jennifer Grimm ’99. Institutional Advancement and Community Relations. challenges of working in traditionally Presenters included Jennifer Grimm ’99, male-dominated industries, finding balance international recording artist; Jennifer between work and parenting, living a life Martin, senior vice president for corporate of service, igniting your passion to follow administration at Thrivent and an your dreams, achieving financial security, Augsburg Board of Regents member; Anne dealing with grief after caring for a Frame, a financial consultant and Augsburg terminally ill loved one, and more. leader; Annette Minor, attorney and In addition, participants were given the consultant with HD Minor, LLC; Tammera opportunity to break into smaller groups Ericson ’93, attorney and member of the for networking at roundtable conversations Columbia Heights City Council; Julie Sabo led by a host committee made up of ’90, former MN senator; and I. Shelby women leaders throughout the community, Andress ’56, consultant and owner of I. many of whom were Augsburg alumnae. Shelby Andress, Inc. Watch for details of the third annual Presentations were wide-ranging and event in upcoming issues of the Augsburg included motivational discussions of the Now! A-Club and AWAC merge A ugsburg’s two alumni athletics organizations—A-Club and the Augsburg Women’s Athletic Club (AWAC)—merged in November. This new joint venture unites all resources, talent, and passion into a single cause directed at supporting the success of Augsburg athletics. On the immediate horizon, the new A-Club will be a major fundraising force for the proposed South Wing expansion of Si Melby Hall. The project is an important and necessary step in upgrading facilities for all students, staff, Winter 2003-04 physical education majors, and intercollegiate athletes. Look for an expanded story about the merger in the spring/summer issue of the Augsburg Now. The new A-Club’s first joint golf tournament is June 28 at the 27-hole Pebble Creek course in Becker, Minn. Proceeds from this annual event underwrite various A-Club activities, including the Hall of Fame banquet. Contact the Athletics office at 612-330-1249 for more information. May Toby’s on the Lake, Oakdale June Solera, Downtown Minneapolis July Dock Café, Stillwater August Bar Abilene, Uptown Minneapolis 2004 Alumni Directory T he 2004 Augsburg Alumni Directory is underway. Have you returned your questionnaire or contacted the publisher (Harris) toll-free to verify your information? If you did not receive your questionnaire or have questions, contact Alumni/Parent Relations at 612-330-1178 or 1-800-260-6590 or e-mail <alumni@augsburg.edu>. Lutheran Free Church celebration A celebration of the tradition and heritage of the Lutheran Free Church is planned for Sat., June 12. All alumni are welcome to attend this special day of worship, “singspiration,” testimonials, lectures, and conversation. Preregistration is required by June 1; contact Alumni/Parent Relations for more information at 612-330-1178 or <alumni@augsburg.edu>. 21 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 25 HOMECOMING 2003 photos by Stephen Geffre Robert Stacke ’71, Augsburg associate professor of music, led the pep band at the Homecoming football game. Stan Waldhauser Members of the Class of 1993 gathered before the football game for a tailgating party to celebrate their 10-year reunion. The Augsburg Spirit Squad cheered the Auggies on to their victory over Carleton College. Fans expressed their Auggie pride at the Homecoming football game. 22 Knut Hoversten ’30 (right) and his family were honored with the 2003 Distinguished Service Award. Since Knut’s graduation from Augsburg in 1930, more than 40 members of the extended Hoversten family have also attended, including the family’s most recent Augsburg graduate, Kari Lucin ’03 (left). Students, alumni, faculty, and staff gathered for the second annual Homecoming reception celebrating Augsburg’s four ethnic programs: the American Indian, Pan-Asian, Pan-Afrikan, and Hispanic/Latino student service areas. Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 26 Charles Walbridge Brenda Henrickson Capek ’63 gathered with fellow alumni and faculty at the psychology department’s 40th anniversary celebration and reunion. Staff photo Jeremiah Knabe and Katie Scheevel were crowned 2003 Homecoming King and Queen. Senior Jamie Smith, Auggie wide receiver, helped lead Augsburg to a 19-0 victory over Carleton College. Joel Nelson ’85 joined fellow alumni and faculty of biology, chemistry, math, physics, and psychology at the science alumni gathering. Staff photo Jane Jeong Trenka ’95 and Aaron Gabriel ’00 read their work at the English department’s wine and cheese reading and reunion. Trenka’s book, The Language of Blood: A Memoir (Borealis Books), is nominated for two Minnesota Book Awards and was chosen by the Barnes & Noble Discover New Writers Program as a fall 2003 selection. Ertwin Jones-Hermerding ’69 (pictured above) and the Rev. Hans G. Dumpys ’56 were honored at Homecoming Dinner as recipients of the 2003 Distinguished Alumni Award. Other honorees included Tammera Ericson ’93 with the First Decade Award and both John Benson ’55 and Sigvald V. Hjelmeland ’41 with Spirit of Augsburg awards. Winter 2003-04 The Rev. Hans G. Dumpys ’56 (right), 2003 Distinguished Alumnus, enjoyed conversation following the Homecoming chapel service, which celebrated the golden anniversary Class of 1953 and featured guest speaker Rev. Arthur Rimmereid ’53. 23 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 27 2003 HOMECOMING 1953 GOLDEN ANNIVERSARY CLASS OF 1953 (L to R) Row 1 (seated): Beverly Nystuen Carlsen, Gloria Parizek Thorpe, Darlyne Deem Lamb, Ruth Ringstad Larson, Marilyn Elness Froiland, Gloria Ostrem Sawai, Ruth Aaskov, Erland E. Carlson. Row 2: Don Dillon, Dorothy Strommen Christopherson, Dorothy Skonnord Petersen, Betty Manger Anderson, Helen Lodahl Amabile, Eleanor Baker Dahle, Phyllis Vik Swanson. Row 3: Leroy (Roy) Petterson, Donovan Lundeen, Jerome Engseth, Donald Oren, Dave Rykken, Joseph Vahtinson, Lorne Hill, James Hamre. Row 4: Duane Christensen, Quentin Goodrich, Bill Oudal, Art Rimmereid, Roy Dorn, Herman Egeberg, Mark Raabe, Arthur Shultz, Howard “Howie” Pearson. 1963 CLASS OF 1963 (L to R) Row 1 (seated): Diane Lindberg Lee, Joyce Gustafson Hauge, Barbra Beglinger Larson, Brenda Henrickson Capek, Paul Rasmussen, Jerelyn Hovland Cobb, Stephen “Gabe” Gabrielsen, Nancy Joubert Raymond. Row 2: Marilyn Peterson Haus, Sara Halvorson Strom, Karen Tangen Mattison, Mary Jo Cherne Holmstrand, Mary Lower Farmer, Judy Hess Larsen, Faith Bakken Friest, Linda Johnson Merriam. Row 3: William Kallestad, Janet Evenson Potratz, Ron Starkey, Roger Bevis, Ellen Vlede Meliza, Brad Holt, Carol Anderson McCuen. Row 4: John Wanner, Glenn Peterson, Morris Bjuulin, Donald Gjesfjeld, David Steenson, Wayne Christiansen. 24 Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 28 1978 CLASS OF 1978 (L to R) Row 1 (seated): Kevin Hoversten, Dennis Meyer, Jennifer Abeln Kahlow, Ellen Wessel Schuler, Debbie Zillmer Hoppe, Donadee Melly Peterson, Noreen Walen Thompson, Louise Dahl Wood. Row 2: Jonathan Moren, Bonnie Lamon Moren, Amy Jo Thorpe Swenson, Cindy Peterson, Lora Thompson Sturm, Susan Shaninghouse, Bev Ranum Meyer, Paula Winchester Palermo, Holly Crane Smith, Cynthy Mandl. Row 3: Tom Wingard, John Karason, Roberta Aitchison Olson, Dawn Heil Taylor, Kim Strickland, Julie Rasmussen, Kris Iverson Slemmons, Joel Hoeger, Steve Thompson. Row 4: Rick Swenson, David Backman, Eric Spore, David Wilhelm, Richard Swanson, Connie Lamon Priesz, Jerry Wood. Recipients of Augsburg’s DISTINGUISHED SERVICE AWARD HOVERSTEN FAMILY (bottom left, L to R) Row 1 (seated): Chris Busch, Weston Busch, Tim Larson, Holly Mell, Janet Reily, Katelyn Mell, Megan Mell, Craig Mell. Row 2: Sister Mary Colleen Hoversten OSF, Garfield Hoversten, JoAnn Downing Osborne, Julianne Melll, Knut Hoversten, Chrestena Fixen, Marguerite Haster Hoversten, Phyllis Hoversten. Row 3: Lenice Gadmundson Hoversten, Joan Novy Hoversten, Kermit Hoversten, Ruth Hammer Hoversten, Jill Nafstad, Wendy Larson, Clara Amundson, Bernice Digre, Elizabeth Bade, Karina Peterson, Linda Singer, Chester Hoversten, Loretta Pletan Hoversten. Row 4: Allen Hoversten, Peter Hoversten, Francis Hoversten, Norman Mell, Kevin Hoversten, Chet T. Hoversten, Clenora Hoversten, Marjorie Hoversten, Paul Larson, Vincent Hoversten, Clifford Digre, Annette Hoversten Hanson, Clarence Hoversten, Lorna Hoversten, Roger Larson, Elise Larson, Tom Hoversten. Row 5: Kari Lucin, Gregg Nafstad, Andrew Busch, Laurie Busch, Kyle Hoversten, Shannon Swanson Hoversten, Tim Hoversten, Karla Singer, Pattie Sausser, Philip Hoversten, Jon Hoversten. Winter 2003-04 25 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 29 CLASS NOTES Class Notes Raymond Klym, Bloomington, Minn., was inducted into the Minnesota Softball Hall of Fame and will be inducted into the Minneapolis South High School Wall of Honor in April. He can be reached at <rklym@netzero.net>. 1948 Clarence “Bobb” L. Miller, Coral Gables, Fla., was elected to the Volleyball Hall of Fame in 1995 and the YMCA Volleyball Hall of Fame in 1997, both in Holyoke, Mass. 1953 Leland Fairbanks and his wife, Eunice, were honored by the mayor of Tempe, Ariz., when he declared August 16, 2003, as “Dr. Leland and Eunice Fairbanks 50th Anniversary Day” in tribute of their golden anniversary and their service to Tempe. Gloria (Ostrem) Sawai received the Distinguished Alumni Award at Canada’s Augustana University College 2003 Homecoming celebration in October. 1954 John “Jack” E. Seaver, Edgerton, Wis., is enjoying retirement with his wife, Lois. He can be contacted via e-mail at <loisseaver@msn.com>. 1957 Stanley B. Baker, Raleigh, N.C., published the fourth edition of School Counseling for the Twenty-First Century (co-authored by Edwin R. Gerler Jr.) by Pearson Prentice Hall publishers. The new edition features online 26 lessons and an Internet site. Baker is a professor of counselor education at North Carolina State University. 1959 Don C. Olson traveled to San Lucas Toliman, Guatemala, in August; it was his seventh year traveling as a mission worker. 1961 Kenneth J. Manske, Asheville, N.C., is a retired professor of chemistry from Mars Hill College. He and his wife, Janet, can be reached at <kjm39@charter.net>. Nellie Jones von Arx, Farmingville, N.Y., retired in June from Sunrise Medical Labs where she was a microbiology supervisor for 16 years. Prior work included 15 years as microbiology supervisor at North Shore University Hospital in Glen Cove, N.Y.; 10 years in medical technology at Mt. Sinai Hospital, Minneapolis; and over two years in U.S. Peace Corps, Sabah, Malaysia. 1968 Frank Lawatsch, Benson, Minn., is hospital administrator at Swift County-Benson Hospital, which was recently honored as one of the top 100 rural hospitals in America. Rev. Mark S. Hanson, presiding bishop of the Evangelical Lutheran Church in America and president of the Lutheran World Federation, wrote a commentary published in the Oct. 18, 2003, St. Paul Pioneer Press (“Pope has been a fighter for Christian unity”) celebrating the 25th anniversary of Pope John Paul II. Hanson met with the pope last spring. Diane Tiedeman, Richfield, Minn., is enjoying her retirement from teaching for Bloomington Public Schools. She likes spending time with family and friends, planting flowers, and taking care of her lawn. 1970 Ray Hanson, Sterling, Va., received a “Lightning Award” from ITT Industries AES Division. He also celebrated the marriage of his daughter in June. 1971 Barbara (Lien) Nordaune, Glenwood, Minn., was elected to serve as associate grand conductress of the Order of Eastern Star at its 2003 Grand Chapter meeting in St. Cloud. In addition to her many duties, she will be traveling throughout the state and to other jurisdictions to represent the Grand Chapter of Minnesota. Barbara is a member of the Minnewaska Chapter #129 in Glenwood, and works as a computerized embroidery operator at Cowing Robards in Alexandria. Her husband, Lyndon, owns and operates MTM Marine. Mark Saari, Rush City, Minn., is principal of Rush City High School. 1965 Neil Sideen, Howard Lake, Minn., is public television coordinator for the City of Howard Lake and is involved in affiliated marketing on the Internet. He can be reached at <cable@howard-lake.mn.us>. ALUMNI ON THE ROAD Courtesy photo 1947 1966 Rodger T. Ericson, an Air Force lieutenant colonel, was deployed oversees to a forward operating location to support the mission of Operation Iraqi Freedom. 1967 Stuart Utgaard, Star Prairie, Wis., owns Sportsman’s Warehouse, a national chain of hunting, fishing, and camping stores that was featured in the December 2002 issue of Fishing Tackle Retailer Magazine. Clinton Peterson, Tracy, Minn., participated in the National Festival of the States Concert Series in Washington D.C. in July as director of the Tracy Community Band. Forty band members presented concerts at the Navy Memorial, the Fairfax Retirement Village for military officers, and the Lincoln Memorial. The Tracy Community Band was Minnesota’s representative in this festival. Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 30 Rev. Arvid Dixen ’52 brings a Memorial Day message of peace by Jen Hass Reprinted by permission of Quad Community Press in White Bear Lake, Minn. Arvid “Bud” Dixen is convinced that most people think of Memorial Day as simply a sign of summer’s arrival. And he’d like to change that. Courtesy photo ALUMNI PROFILE The Korean War veteran and Circle Pines, Minn., resident said people could best spend their time this holiday weekend by visiting gravesites or war memorials. Even better, the 73-year-old Dixen suggests, is to get involved with the peace movement. His own history as a political activist is a long one, kindled by his war experiences and his religious training. After graduating from Augsburg College in 1952, Dixen was drafted into the military and was a combat engineer in the Korean War. He said the experience fighting at the tender age of 21 for more than a year—and his religious views about how Christians should react to war—changed his mind about the necessity of such conflict. “If people could live in dignity and basic peace, they’re not going to war,” he said. Dixen returned home a changed man, not unlike other soldiers who came back from the so-called “forgotten war.” He became a preacher after attending Luther Seminary and worked during the next three decades at churches across the Midwest. But it isn’t just peace that drove him into the streets and powered his sermons. Dixen was jailed for three days with Martin Luther King, Jr., in 1962 for demonstrating against Rev. Arvid “Bud” Dixen ’52 has worked to segregation in Albany, Ga. He helped promote the country’s first female Lutheran parish promote peace ever since his service as a pastor through the ranks at combat engineer in the Korean War. Edina Community Lutheran Church in the ’70s. Around that same time, he rallied church members to raise money for Dennis Banks and Russell Means, members of the American Indian Movement, who were arrested for taking control of Wounded Knee in South Dakota. “All of these things are tied together, to recognize the dignity and worth of every person,” he explained. Today, Dixen has kept busy as a member of Veterans for Peace, People of Faith Peacemaking, and the St. Paul Affinity Group, which is made up of volunteers with the international Nonviolent Peaceforce organization. He has continued being a minister on a part-time basis for a small ELCA Lutheran ministry called Kairos. And he still speaks out about basic human rights and how they apply to the modern day—though he’s just as likely to be enjoying classical music and reading with his cats, Mozart and Socrates, at his feet. “We’re audacious enough to think we can stop people from starting war,” he said. “But it isn’t just an effort being made by white people—this is a worldwide effort.” It’s a mission that has sent Dixen across the country to speak at political rallies and faith forums, to write cabinet members in President George W. Bush’s administration, and to contact reporters about how to best cover wars, speaking with local establishments like the Star Tribune and KARE-11. It has also sent him to protest locally, primarily at the intersection of Lexington Avenue and Lake Drive in Circle Pines, where protesters gathered for the latest Iraqi conflict. Dixen isn’t a pacifist but believes in questioning all American military action. He emphasizes caring for other nations, keeping the peace, and obeying the Christian dictate to “Love your enemies.” “I consider myself a patriot,” he said, “but that doesn’t mean I’m uncritical.” Winter 2003-04 27 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 31 Class Notes ALUMNI PROFILE David Cheung ’73: Tissue transplant pioneer Staff photo by Lynn Mena Peter Agre ’70 isn’t the only Auggie making news in the science community. Agre’s discovery of aquaporins and his resulting Nobel Prize in Chemistry (see p. 8) is but one very public example of the research and accolades enjoyed by many of Augsburg’s esteemed science alumni. In fact, alumnus David Cheung ’73 is currently engaged in groundbreaking research that could very well lead to a Nobel Prize of his own. Cheung, a tissue transplant researcher, has successfully developed new tissue treatment methods that allow nonliving animal tissue to be rebuilt in humans as living tissue. This is remarkable because not only has Cheung demonstrated that non-living animal tissue can become living tissue in humans—but he has also demonstrated that non-living animal tissue has the potential to actually grow once it has been transplanted into another species. “Ultimately, my goal is to reduce the need for allograft (human to human) transplant tissues or human living cells (such as fetal cells) used in other popular tissue engineering techniques,” said Cheung. David Cheung ’73 (center) a tissue transplant researcher, has successfully developed new tissue treatment methods that allow non-living animal tissue to regenerate and grow in humans as living tissue. He stopped by the Augsburg campus in December for a visit with chemistry professor Arlin Gyberg (left) and Sandra (Larson) Olmsted ’69, associate professor of chemistry (right). “I would never have dreamt that such a thing was possible when I was a chemistry major at Augsburg,” added Cheung, reflecting upon his journey from Augsburg to his current professional research and success. “Augsburg provided me with an environment of integrity and a value system that is consistent with the basic faith of the Lutheran church,” continued Cheung. “Along with academic training, guidance, and encouragement, this value system made me what I am today. It prepared me to face a world full of people who often compete with no rules, principles, or integrity. For that, I am so thankful to Augsburg.” After graduating from Augsburg in 1973 with a B.A. in chemistry, Cheung received a master’s degree in biochemistry from the University of Minnesota. He received his doctorate in biochemistry from the University of Southern California, where he first started working on tissue transplant research under Dr. Marcel Nimni (Nimni helped develop the Hancock Valve—an artificial heart valve made from pig heart valves mounted on plastic frames wrapped in Dacron cloth). Cheung stayed on at USC and joined the faculty at the USC School of Medicine (now called the USC Keck School of Medicine). In 1995, Cheung left USC to join the International Heart Institute of Montana Foundation (part of the University of Montana and St. Patrick Hospital and Medical Sciences Center in Missoula) as director of the Cardiovascular Tissue Engineering Laboratory and as an adjunct associate professor of pharmaceutical sciences and biological sciences. In 2000, Cheung founded a medical device company called Philogenesis, Inc., located in Monrovia, Calif., a few miles from his home in Arcadia, where he has been working on the commercialization phase of his current research (he has been traveling back and forth between Montana and California every month for the past seven years). In addition, Cheung is a consultant to numerous medical device industries, as well as a volunteer associate professor in surgery and cardiology back at USC. Cheung and his wife, Chuane-Chuane, have two children: Rebecca, a pharmacist and fellow at the VA Medical Center in Loma Linda, Calif.; and Philip, a junior majoring in bioengineering. Cheung’s sister, Pearl (a 1971 Augsburg alumna) is a researcher with Cheung at Philogenesis (coincidentally, Pearl and Peter Agre were chemistry lab partners as Augsburg students). “Science is about being able to think logically and creatively, an ability given by God,” said Cheung. “It is by God’s grace that I had an opportunity to receive my undergraduate education at Augsburg and continue on to a career in biomedical research after further graduate training. “I hope that Augsburg’s current students can be encouraged to hold on to their faith long after their years at Augsburg,” continued Cheung. “I hope they are inspired to challenge the world and become future leaders.” 28 Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 32 1972 1974 Tim Nelson and Karen (Brien) ’72 moved to Colorado in January 2003 to be closer to their grandchildren. Both of their granddaughters are redheads, in honor of greatgrandfather LuVerne “Red” Nelson ’43. Tim works in Broomfield as a real estate broker/consultant for Redhorse Real Estate, Inc. Larry Walker, Minneapolis, who writes under the name Lars Walker, is author of Blood and Judgment, a fantasy novel published in December (Baen Books). This is Walker’s fourth book for Baen Books. Larry was a guest lecturer last summer on the Royal Princess cruise ship during a cruise from England to Norway. He lectured on the Vikings, sharing information he has gathered in his book research. 1973 Cheryl Paschke was named Educator of the Year by Young Audiences of Minnesota. Cheryl has been an advocate of Young Audiences for many years, and most recently worked as their partner in the award-wining “Classical Initiative Project.” She is a K-12 fine arts specialist for Minneapolis Public Schools, working as an orchestra conductor, music teacher, and arts coordinator. Gary Anderson, Minneapolis, is a systems development manager at Traveler’s Express in St. Louis Park. He can be reached at <ganderson@temgweb.com>. Rev. Michael F. Nelson, Cokato, Minn., is pastor of North Crow River, Grace, and Redeemer Lutheran churches in the rural Cokato-Dassel area. He previously served as pastor of Trinity Lutheran in Cass Lake and Our Savior Lutheran in Federal Dam, both in Minnesota. His wife, Sue, teaches music at St. Peter’s Elementary School in Delano. Joyce (Catlin) Casey and her husband, Paul, recently relocated to Waconia, Minn., to be closer to Waterbrooke Fellowship in Victoria, where Paul is worship pastor. Joyce is a second grade teacher at Albertville Primary School, where she has taught for 25 years. Winter 2003-04 1975 Steven Walen, Lino Lakes, Minn., is a teacher for the Anoka-Hennepin ISD #11. 1976 Shari (Simonson) Hanson, Delavan, Minn., works at Winnebago Elementary. She recently helped move her daughter into the ninth floor of Urness for her freshman year. Shari can be reached at <shhanson@blueearth.k12.mn.us>. Marjorie Miller, Minneapolis, is executive director of Southeast Seniors, a living-at-home block nurse program. 1977 Andrew Stevens & Associates in Phoenix, as well as president of Women in Healthcare, an organization serving executive women involved in healthcare or healthcare related services. She received a graduate degree in organizational development and has been working as a career consultant for over seven years; she was previously a flight nurse for 15 years. Phil Olson, Bloomington, Minn., works at General Mills, Inc. He and his wife, Carol, have two daughters attending Augsburg. He can be reached at <meant2b1@mn.rr.com>. Rev. Jon Schneider, Minneapolis, is senior hospice staff chaplain at North Memorial Medical Center. He and his wife, Carol, have four children. 1978 David Wilhelm, River Falls, Wis., is a physician at Western Wisconsin Medical Associates. 1980 Paul B. Kilgore, Duluth, Minn., was featured in the November issue of Minnesota Monthly magazine. His short story, Roeschler’s Home, was a winner of the magazine’s 18th annual Tamarack award. 1981 Roselyn Nordaune, Plymouth, Minn., was featured in the “Super Lawyers 2003” section of the August issue of Minneapolis/St. Paul magazine. She has practiced family law since 1980 and is a founder of Nordaune & Friesen in St. Louis Park. Dennis Gilbertson, Rochester, Minn., is general manager of the Saturn dealership in Rochester. He has been a sales manager at three other Rochester dealerships over the past 16 years. He and his wife, Colette (Kehlenbeck) ’79, can be reached at <dennisgi@lupient.com>. Jean M. Herges, Phoenix, Ariz., was recently named Career Consultant of the Year by the International Association of Career Consulting Firms (IACCF). Herges is vice president of consulting at 1982 Judy (Bodurtha) Dougherty and her husband, Chuck, own the Cover Park Manor, a bed and breakfast in Stillwater, Minn. HOMECOMING 2004 Spark Your Spirit October 5–9 Football Game vs. Gustavus Adolphus Saturday, October 9, 1 p.m. Homecoming Dinner Saturday, October 9, 5:30 p.m. Reunion Celebrations Classes of 1954, 1964, 1979, and First Decade, 1999-2004 Watch your mail and upcoming issues of the Augsburg Now for complete details. You can also stay up-to-date by visiting the alumni Web site at <www.augsburg.edu/ alumni>. 1983 Laurie (Bennett) Halvorson ’99 WEC, St. Paul, is in her fourth year teaching fifth grade at Como Park Elementary School. 1984 Lisa (Rykken) Kastler and her husband, Brent, live in Champlin, Minn. Brent, who designed the magazine format for the Augsburg Now, has a new line of greeting cards called Fun Cards, which are available at local Kowalski stores. 1985 Irwin James Narum Silrum, Bismarck, N.Dak., became the new deputy secretary of state for North Dakota. He worked for 18 years for the ELCA, most recently as executive director for Camp of the Cross Ministries near Garrison, N.Dak. His wife, Marci, is a producer and anchor for a new 5 p.m. statewide newscast for the CBS affiliate in Bismarck. 29 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 33 Class Notes ALUMNI PROFILE Courtesy photo It all started at Augsburg by Naomi (Christensen) Staruch ’81 Following is a story submitted by Naomi (Christensen) Staruch ’81, in which she recounts how a gathering she planned in 1998 to reconnect with Augsburg friends has led to frequent, ongoing get-togethers. We came from various parts of Minnesota and Wisconsin, mostly. I hadn’t seen many of these people in ages. We were still good friends but we had, over time, lost touch as we became embroiled in our individual lives. As the days and years passed, our paths crossed only occasionally. This wasn’t right! We had been together on the journey that transformed us into adults—there were so many precious memories that shouldn’t be lost on heavily scheduled calendars, professional obligations, or family responsibilities. I needed to see these people. So I decided to throw a party. I picked the day, time, and place—it would be in my backyard in south Minneapolis. I sent invitations to about 25 folks, and asked them to RSVP so I could plan food and beverages. I had heard from a few that they couldn’t make it, but I pretty much assumed that everybody else would. Hah, we have a good laugh at that today! Thanks to a get-together she planned in 1998, Naomi (Christensen) Staruch ’81 (front row, far right) succeeded in reconnecting with several Augsburg friends; the group now meets on a regular basis. Pictured here from a gathering in November are: Front row (L to R): Sally (Hough) Daniels ’79, David Soli ’81, Richard ’81 and Jean Ann Buller, Naomi (Christensen) Staruch ’81 (Back row): David ’79 and Susan Cherwein, Katherine Skibbe ’79, John and Lori (Labelle) ’82 Bartz, Paul Daniels ’79. At the prime time of the party, only two people had arrived, Paul ’79 and Sally (Hough) ’79 Daniels, and they called a few blocks from the house to see if it was still okay to show up as they hadn’t returned their RSVP. It turned out that they were the lucky ones; they were the first to meet my husband-to-be, Steven. That was the “real” reason for that first party. I wanted to introduce the man I was about to marry (a native of Butler, Pa., of Slovakian heritage, a graduate of Oberlin College and the Eastman School of Music, a Minnesota transplant), to my good friends from college days. Paul, Sally, Steven, and I had a great evening together. That could have been the end but instead it was just another beginning. I was confident that this idea of reconnecting Augsburg friends was a good idea. Steven and I tried again a few months later and this time the backyard was full of college chums. We talked and laughed and told stories and talked and laughed some more. Even the non-Augsburg spouses were quickly inducted into the Auggie family. Amazingly, it seemed as though we had never been apart. Then someone mentioned the ages of their children, or someone else revealed that they had held the same job since college, and even a few were approaching their 20th wedding anniversaries! Soon we were proclaiming that we really weren’t old enough for these things to be possible, as it seemed we had only just graduated from college. Look at us—we are still so very young! That first get-together was in September 1998, nearly 20-some years after our days on the Augsburg campus. Steven and I were thrilled that most of these Augsburg friends sang in the choir at our wedding in February 1999. Now we intentionally get together two, three, even four times a year, just for fun. Involvement ebbs and flows as it is nearly impossible to find a time when every one is available for socializing—yet each time we are together we remember and celebrate the bond that ties us together. It all started at Augsburg. 1986 Lisa M. Pestka Anderson, Rochester, Minn., wrote and performed a one-woman show, Who Am I, and How Did I Get Here? at The Masque Youth Theatre and School in Rochester. 30 Augsburg theatre faculty, Darcey Engen ’88, directed the musical comedy. Lisa Baumgartner, Sycamore, Ill., is an assistant professor in the Counseling, Adult and Health Education Department at Northern Illinois University in DeKalb. In May she was elected to the Adult Education Research Conference Steering Committee for a two-year term. Patrick Guernsey, St. Paul, was one of six AFSCME members chosen from around the nation to question 2004 presidential candidates at a Town Hall Forum in Des Moines, Iowa. The event was televised live on C-Span and CNBC. He has served as president of AFSCME local 552 Hennepin County Probation and Parole Officers since 1997. Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Kara Anne (Hansel) Buhr, St. Paul, started the Como Block Nursing Program so more senior citizens could stay in their own homes. She is a social worker and works primarily with elders and hospice. 1987 Louise (Butler) and Peter Mason moved back to Richmond, Va., where Louise works with families at the Family Intervention Center of Virginia. The couple also runs an e-commerce business, CyberMall, at <www.cyber-mall.net>. Becky (Clifford) Jans, Blue Earth, Minn., is involved in the national program “Musikgarten” to bolster the learning curve in pre-schoolers. Alice (Dahl) Roth, St. Anthony, Minn., recently became assistant dean of Hamline University’s Graduate School of Education. 1988 Christie (Moechnig) Wetzel, Wells, Minn., was elected to the United South Central School Board for a four-year term. She owns Idle Ladies Jewelry and is also an independent distributor for SeneGence International. Christie and her husband, Doug, have two children: Davis, 6, and Lauren, 4. Dave Stevens appeared on ABC-TV’s That’s Incredible Reunion Show in August. He now works for ESPN, where he has won three Emmy Awards, and previously worked at KSTP-TV sports for nine years. 1990 Alisa Holen, Iowa City, Iowa, presented a pottery show, FatherDaughter Dance: Pottery Across the Generations, with her father, Norman Holen, Augsburg art professor emeritus, last fall at the Anderson Center in Red Wing, Minn., where she also served as an artist-in-residence (she was previously a studio artist at the Winter 2003-04 Page 34 center). The show was their first joint exhibit. Alisa is working on her master’s degree in ceramics at Iowa State University. Julie (Goede) Luers, Eden Prairie, Minn., was awarded the National Society for Marketing Professional Services’ highest honor, the 2003 Marketing Achievement Award. A highly competitive award, SMPS selected Julie based on her accomplishments and contributions in the following areas: research, education, professional leadership, marketing communications, and innovation. Julie is marketing director of the national architectural firm, Hammel, Green and Abrahamson, and past national president of SMPS. Nancy J. Nentl, Lakeville, Minn., is an assistant professor at Metropolitan State University’s College of Management, where she teaches marketing courses. She previously taught at the University of Minnesota’s Carlson School of Management and at the University of St. Thomas Graduate School of Business. She owns her own business, Panoptics LLC, cocreating and writing business simulations for higher education. Vicki (Janssen) McDougall, North Branch, Minn., completed the K-12 principal licensure program at the University of Minnesota-Twin Cities in September. She is a high school teacher for North Branch Schools. 1991 Jeff Ronneberg, Lino Lakes, Minn., is director of teaching, learning, and accountability for the Spring Lake Park School District. He previously served as principal of Woodcrest Elementary School. He and his wife, Jill, have two children: Sam, 3, and Sydney, 1. 1992 1995 Matt Mirmak, Minneapolis, is a loan officer at Secure Mortgage, Inc., based in Bloomington, Minn. Jody Rosenbloom (MAL), Northampton, Mass., was one of four recipients of the 2003 Harold Grinspoon Award for Excellence in Jewish Education in Western Massachusetts. She also contributed a chapter in the recently published book, The Ultimate Jewish Teacher’s Handbook (edited by Nechama Skolnik Moskowitz and published by ARE: Denver); Rosenbloom’s chapter is called “The Teacher/Principal Relationship.” 1993 Doris Rubenstein ’93 MAL, Richfield, Minn., celebrated the publication of her book, The Good Corporate Citizen: A Practical Guide (Wiley, John & Sons, Incorporated), in March. Doris owns PDP Services, a consulting firm that focuses primarily on philanthropy and citizenship, and her book shares the methods that PDP Services uses to help mid-market companies create vibrant, strategic, and ethical policies and procedures for their business philanthropy and volunteer programs. Jake Slegers is executive director of the American Chamber of Commerce (AmCham) in Slovakia. 1994 Maria E. Johnson, Minneapolis, is starting her 10th year as a middle school teacher at Webster Open School. She can be reached at <mariaj@mpls.k12.mn.us>. Amber (Meier) Tarnowski, Hastings, Minn., completed her Master of Art Conservation at Queen’s University in Kingston, Ontario, Canada. She is a Kress Fellow at Harvard, researching ways to apply microbiology techniques to art conservation and preservation. Kari (Schroeder) Prescott, Minneapolis, is a physician and opened her own practice in downtown Minneapolis last January. She can be reached at <keprescott@yahoo.com>. She and her husband, Scott, have a son, Simon. Tricia (Schafer) McCloy, White Bear Township, Minn., and her husband, Peter, have three children: Kieran, 7, Casey, 4, and Gavin, 3. Becky (Herzan) Miller is in her sixth year of teaching fourth grade for Rockford ISD #883. 1996 Margaret (Lubega) Johnson, St. Paul, is pursuing graduate studies. Annette Marie (Anibas) Poeschel, Excelsior, Minn., is the executive director of the Intercongregation Communities Association food shelf in Minnetonka, which provides food and assistance for families in the west metro community. In April 2003, the Excelsior Area Chamber of Commerce presented her with its 2003 Adult Hero Award, honoring her significant contributions to the community. Annette can be reached via email at <icaannette@juno.com>. 1998 Meghan (Carlblom) Blomquist, Minneapolis, received her elementary education teaching license in January. 31 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 35 Class Notes Laura (Paul) Newton, Minneapolis, was awarded a DOVE fellowship by the University of Minnesota. The fellowship is awarded to only a few students each year who are entering a master’s or Ph.D. program at the university and provides full tuition and a $15,000 stipend. She is pursuing a Master of Social Work. Raylene Dale, Woodbury, Minn., is technical director at Minnesota Lions Eye Bank in Minneapolis. She can be reached at <dalex011@umn.edu>. 1999 Victoria Sadek, West St. Paul, auditioned for and received the role of “Mudonna,” the official mascot for the St. Paul Saints baseball team. She is an English teacher at North Branch High School, where she teaches British literature, composition, and detective literature. She also coaches cheerleading and is the one-act play director. Tom Gronwold, Ashby, Minn., is a high school social studies instructor and junior high football coach at Ashby School. He was previously a part-time teacher at Jefferson High School in Alexandria, Minn. He and his wife, Michelle, have a daughter, Zoe, 6. Wendy (Hoekstra) Vogelgesang, Litchfield, Minn., is a second grade teacher at Lake Ripley Elementary and recently became a PartyLite consultant. 2000 Ryan Mills, Philadelphia, Pa., graduated from Princeton Theological Seminary in Princeton, N.J., with a Master of Divinity degree. He entered the Master of Sacred Theology program at the Lutheran Theological Seminary at Philadelphia, and serves the Lutheran Campus Ministry at Princeton University. Mary Beth (Grahn) Gruis, Kerkhoven, Minn., works at Ridgewater College as an adjunct English faculty member and is working on her thesis at St. Cloud State University. She can be reached at <maryg@ridgewater.mnscu.edu>. Kenndy (Bade) Lewis is pursuing graduate studies in gerontology at St. Cloud State University. 2001 Jessica Rivera, Le Center, Minn., was appointed by St. Paul Lutheran Church as their 200304 intern. She will serve the parish by preaching, working with the youth group, and helping with church services. Heidi (Hoffman) Quezada, Minneapolis, is a warehouse manager for Second Harvest Heartland. She and her husband, Carlos, have three kids: Carmen, 4, Ethan, 3, and Elan, 3. Heidi can be reached at <hoffman@augsburg.edu>. Sarah Luce, Northfield, Minn., is a teacher at Montgomery Elementary School. 2002 Brendan Anderson, Burbank, Calif., guest conducted at Lutheran High School of Orange County, Calif., in a performance of his piece, I Believe, written for concert band and choir, in a benefit concert for a scholarship fund the school uses to send students to music camps. The Augsburg Concert Band also performed Anderson’s piece with the high school at the Crystal Cathedral in May 2003 during the Concert Band’s California tour. Kendra Roberg, Bloomington, Minn., is a research analyst for Hennepin County Public Defenders and is also pursuing graduate studies. Elizabeth Scanlan, Minneapolis, is a vocational coordinator for Access to Employment. 2003 Eric Bretheim, Minneapolis, works at Cargill. Courtesy photo A L U M N I C R U I S E T O I R E L A N D A N D N O R W AY Jeremy Jirele, Austin, Minn., is a staff accountant at LarsonAllen. John Tieben, Duluth, Minn., took part in the “White Coat Ceremony” at the University of Minnesota School of Medicine Duluth. The ceremony takes place during orientation when freshmen students first enter the medical community. Aaron Kolb, St. Paul, is a student at Luther Seminary and a part-time youth minister at St. Stephens Lutheran Church in White Bear Lake. He can be reached at <godlovesa@hotmail.com>. Weddings This past summer, Augsburg alumni and friends enjoyed a 12-night cruise to Ireland and Norway on the beautiful Royal Caribbean Grandeur of the Seas. The tour was sponsored by A-Club and the Alumni Association. Pictured from the tour are: Back row (L to R): Dick “Porkchops” Thompson ’61, David Alberg, Oliver Dahl ’45, Barbara Garin, Patrick Garin, Glen Gilbertson ’52 (Front row): Jane Thompson, Mary Jane Alberg, Eileen Dankowski, Irvyn Gilbertson. 32 Debra Ann Balzer ’86, Lake Shore, Minn., married Robert Plagemann in June. Debra is starting her third year as career center director at Brainerd High Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 36 ALUMNI BOARD Upcoming Alumni Board Meetings April 20, June 15, and August 17 Meetings are open to the public and all alumni are invited to attend. Meetings are held in the Christensen Center at 5:30 p.m. For more information, contact Alumni/Parent Relations at 612-330-1178 or <alumni@augsburg.edu>. CORRECTION In last year’s winter issue of the Augsburg Now (Vol. 65, No. 2), Eunice (Knudson) Iverson was incorrectly identified as being in the first row of the Class of 1942 photo printed on p. 18. Eunice was actually in the middle row, second from left. In turn, we believe that Lannie (Olson) Seal is seated in the first row, second from left. Please view the photo in the “Alumni News” section of the Now Online at <www.augsburg.edu/now>. School; Robert is a partner in JMS Homes. Daniel Nessel ’88, Brentwood, Calif., married Charmaine Trifon in June. Daniel works at Prudential Real Estate in Los Angeles; Charmaine works at Coldwell Banker Real Estate. Luke Peterson ’90 married Heidi Jacobson in November. Luke is a computer programmer at Midwest of Cannon Falls; Heidi is a business analyst at Northwest Airlines. Nancy Nordlund ’91, Minneapolis, married Allan Bernard in September. Nancy supervises the customer contact center at the Federal Reserve Bank of Minneapolis. Lisa M. Nicosia ’01 married Brian Farrell ’95 in September. Lisa is a registered nurse at Fairview Southdale Hospital in Edina, Minn.; Brian is an attorney at McCollum, Crowley, Vehanen, Moschet and Miller in Bloomington. Erika Timm ’95, Fridley, Minn., married Samuel Rodriguez in September. Erika is a physician assistant at Allina Medical Center in Champlin, Minn.; Samuel is a diabetes management consultant for Medtronic in Minneapolis. Stephen Oswood ’95, Minneapolis, married Laura Winter 2003-04 Slaughter in June. Stephen is a program manager at Restart, Inc., and can be reached at <scooby628@hotmail.com>. Tim Ronneberg ’96 married Melanie Harding in September. Tim is completing his family practice residency at St. John’s Hospital and will begin work as a physician; Melanie is pursuing her MBA at the University of Minnesota and works for the Target Corporation in the finance department. Laurie H. Boros ’97, Pierz, Minn., married Rocky L. Boser in April 2003 in Hawaii. Joseph Peter ’97, Farmington, Minn., married Shari Heggen in August. Joseph works at Gourmet Award Foods; Shari works at Park Dental. Emma Manville ’98, White Bear Lake, Minn., married Kevin Nelson in October. They both work for St. Paul Public Schools, where Emma is a kindergarten teacher and Kevin is an elementary counselor. Hanne Anderson ’99 married Jason O’Brien in September 2002. Hanne is a film editor at a production company in New York City, specializing in High Definition filmmaking. Becky Esser ’99, Ramsey, Minn., married Derek Anderson ’98 in October. Becky is a buyer for Augsburg Fortress Publishers; Derek is a computer analyst for Interactive Quality Services. Natasha Hamann ’99, Shoreview, Minn., married Josh Schaefgen in March 2003 in Cancun, Mexico. Tasha is a resident physician at St. John’s Hospital; Josh is an actuary for Allianz Life Insurance. Amanda Krebsbach ’99, New Brighton, Minn., married Ben West in June. Amanda is a fourth grade teacher at Spring Lake Park Schools. Stephanie Lein ’00 married Sam Walseth ’00 in Hoversten Chapel in August. Stephanie works at Theater Mu; Sam works at Capitol Hill Associates in St. Paul. Phoebe McDonald ’00 married Nicholas Johnson ’01 in October. They reside in Manhattan, where they both work in academic information technology—Phoebe at Columbia University and Nicholas at Brooklyn College. The couple previously worked in Augsburg’s IT department, which is where they met. Minneapolis, married Matt Segedy in May 2003. Heidi works in medical device sales at LifeScan in St. Paul; Matt is a pediatrician with Wayzata Children’s Clinic. Teresa Lewandowski ’01 married Christian Dawson ’01 in March 2003 in Invercargil, New Zealand. Teresa works at Phoenix Schools in Fair Oaks, Calif.; Christian works at South Pointe Academy in Sacramento. Solveig Grafstrom ’02, Huntsville, Ala., married Jackson Harren in August. Solveig works for the U.S. Space and Rocket Center; Jackson is studying industrial systems engineering at the University of Alabama, Hunstville. Amy Huseby ’02 married Rick Goebel in August. Amy is a PA-C in general surgery for LUTE OLSON ’56 MARRIES CHRISTINE TORETTI Julie Peterson ’00 married Kip Kaufmann in October. Julie is a financial planner assistant at Olson Weiss, LLC, in Bloomington, Minn.; Kip is a senior IT systems analyst at Cargill in Minnetonka. Luke Peterson ’00 married Heidi Jacobson in November. Luke is a computer programmer; Heidi is a business analyst at Northwest Airlines. Skylar Hanson ’01 married Jennifer Harrison in August. Heidi Erickson ’01, Lute Olson ’56 married Christine Toretti in April 2003. Olson, head basketball coach at the University of Arizona, met Toretti at an NCAA Foundation Dinner in April 2002 in Atlanta. Toretti is the chairman and CEO of S.W. Jack Drilling, an oil and gas exploration drilling firm in Indiana, Pa. 33 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 37 Class Notes Christopher Kambeitz ’02, Eden Prairie, Minn., married Melissa Ketchum ’01 in August. Christopher works in sales at Cargill-North Star Steel in Edina. Mara Koughan ’02, White Bear Lake, Minn., married Brad Louque in August 2002. Carrie Lister ’02, Fridley, Minn., married Nicholas Matros in April 2003. Carrie is an assistant site director for the Southdale YMCA’s school-age childcare department; Nicholas is a floor technician for Reichow Parquet Flooring in Cedar, Minn. Kristina Lutter ’02, Wayzata, Minn., married David Brackett Jr. in September. Kristina is a psychiatric technician at Fairview Riverside Medical Center. Troy Peterson ’02 married Nicole Forcier in October. Troy is an account analyst at John B. Collins Associates; Nicole is a senior payroll specialist with Best Buy Enterprises. Karen Tweeten ’02 married Russell Larson in September. Karen works at Jennings State Bank in Spring Grove, Minn.; Russell works at Larson Well Drilling of Mabel. Derek Kuhlman ’03, Maplewood, Minn., married Angela Mold in July. Derek works for 3 Diamond Corporation in Shoreview; Angela is a dental assistant at Metropolitan Pediatric Dental Associates in St. Paul. Elizabeth Lallak ’03, Tallahassee, Fla., married Aaron Sundstrom in January. She is a college admissions counselor. Births Rev. Paul Burow ’84 and his wife, Janeen, Brooklyn Park, 34 Minn.—a son, Christopher Michael, in April 2003. He joins brothers Danny, 10, and Jonathan, 8. Paul is pastor at Family of God Lutheran Church in Brooklyn Park. Karin (Sabo) ’86 and Nicholas Mantor, Burnsville, Minn.—a daughter, Sarah Nicole, in September. She joins siblings Emily, Thomas, and John. Deborah (Raetz) ’87 and Dale Hansmeier, Apple Valley, Minn.—a son, Paul James, in April 2003. Deborah is a special education teacher at Como Park Senior High, and can be reached at <deblr65@aol.com>. Devoney Looser ’89 and George Justice, Columbia, Mont.—a son, Carl Anchor Justice, in September. Bonnie (Gutknecht) ’91 and Thurston Miller, Granger, Ind.— a daughter, Salinda Josephine, in May 2002. Bonnie can be reached at <leaflaker@mail.com>. Kimberly Anne (Swanson) ’93 and Jeffrey Paul Meslow ’92, Plymouth, Minn.—a daughter, Kayla Grace, in September. She joins sister Ally Jillian, 2. The Meslows can be reached at <jeffmeslow@msn.com>. Ann, in May. Ann is a first-grade teacher at Moose Lake Schools, and Lee teaches high school social studies. Jeffrey Cameron ’96 and his wife, Linda, Vadnais Heights, Minn.—a daughter, Allison, in September. She joins sister Megan, 2. Jeffrey was named partner at E.J. Brooks & Associates, a law firm specializing in intellectual property law, and was named a “Rising Star” by Minnesota Law and Politics magazine. Liza (Lindquist) ’97 and Ted Jacobson, St. Louis Park, Minn.—a daughter, Annie Estelle, in August 2002. She joins brother Cecil, 3. Mary (Brooks) ’98 and Jon Wroge, Norwood Young America, Minn.—a daughter, Hanna Adaire, in January 2003. She joins siblings Kylie and Cole. Mary is an English teacher for Central Public Schools, and can be reached at <mwroge@central.k12.mn.us>. Kim (Eckstrom) ’99 and Rique Beslin Jr., Centerton, Ariz.—a daughter, Rebecca Ann, in June. She joins siblings Stephanie Kae, 2, and Darrell, 9. Kim is a systems administrator for Wal-Mart Stores, Inc., Corporate ISD Division, in Bentonville. Daria Marie Reboin ’00 and David Gordhamer, Apple Valley, Minn.—a son, Elijah Lee Gordhamer, in March 2003. Daria is a microscopist/ environmental analyst for EMSL Analytical, and can be reached at <reboin@hotmail.com>. Carla Steen ’91 and Jeff Friedl, St. Paul, Minn.—a daughter, Lucy Steen Friedl, in January 2003. Carla is dramaturg/publications manager at the Guthrie Theater in Minneapolis. ROCHESTER PROGRAM Staff photo St. Cloud Medical Group; Rick is a systems analyst at Banta Catalog Group in Maple Grove, Minn. Julie L. (Holmquist) ’93 and Ted Sellers, Duluth, Minn.— a daughter, Megan Elizabeth, in November 2002. She joins sister Katie Lynn, 3. Ann (Gallagher) ’96 and Lee Stephenson ’96, Sturgeon Lake, Minn.—a daughter, Grace Last summer, 21 of the 32 graduates in the Augsburg College Rochester Program, Class of 2003, gathered for a special ceremony at the Willow Creek Golf Club. From left to right are, (front row): Patricia Engstrom, Stacy Stromback, Rebecca Maki, Rebecca King, Sheila Hoehn, Audrey Erwin and Debra Hillier; (back row): Inger Hillier, Wayne Hansen, Donna Kuhlman, Vikki Bevins, Karen Kuntz, Robin Pankratz, Caroline Arpin, Diane Ryberg, Joel Hammill, Jennifer Bishop, Jeanne Townsend, Paula Schumacher-Weideman, Debra Zaffke, and Becky Krueger. Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 38 In Memoriam Leonard C. Froyen ’30, Braham, Minn., died in September; he was 97. He was a teacher, athletic director, and coach of many sports at Braham High School from 1930-73. In 1967, he was inducted into the Minnesota Coaches Hall of Fame, and was the first person inducted into the Braham Hall of Fame in 1989. Esther (Sather) Kennedy ’38, Edina, Minn., died in August; she was 88. Rev. Hubert F. DeBoer ’41, Apple Valley, Minn., died in September; he was 84. He served various parishes in Minnesota, North Dakota, and Wisconsin. Rev. Michael D. Furney ’43, Mesa, Ariz., died in August; he was 82. Charles “Pat” Foley ’47, Minneapolis, died in August; he was 82. He was a cost accountant for ADM Company for over 20 years, part owner of Galaxy Film Service for eight years, and operated his own tax consulting and accounting business for the past 45 years. Rev. Gilbert Feig ’49, Minneapolis, died in August; he was 80. After serving parishes in North Dakota and Minnesota for 23 years, he was a prominent building contractor in the Twin Cities for more than 25 years. Betty Lee (Munson) Nyhus ’53, Edina, Minn., died in November; she was 72. She served in the American Lutheran Church’s women’s stewardship division in Minneapolis, and after the merger, served in the Evangelical Lutheran Church in America’s stewardship division in Chicago for 10 years. Rev. Leo B. Vetvick ’53, Minneapolis, died in December; he was 84. He was a chaplain with the Greater Minneapolis Council of Churches in the Hennepin County Courts and Jails for 20 years, serving as an advocate, counselor, and pastor to those under the jurisdiction of the courts. He also taught courses in social problems and criminology at Augsburg. After his retirement in 1973, he served as a visitation pastor at Bethlehem Covenant Church. He co-founded CoAm (Cooperative Adult Ministry), and was also an active member of AMICUS, a support organization for offenders released from prison. David. L. Mortrud ’63, Park Rapids, Minn., died in October; he was 63. He served as a US Navy submarine officer from 1963-1974, and as a U.S. Naval Reserves officer from 1974-1989, retiring with a rank of captain. As a civilian, he worked as investment counsel in the law department of Aetna Life & Casualty and as an investment manager with Northwestern National Life. He retired in 1998. Ellen (Johnson) Strom ’65, Prior Lake, Minn., died in September of ALS; she was 60. After teaching third grade in Bloomington and beginning her family, she joined the Gittleman Corporation, and for the last 10 years she was project manager for the G.M. Northrup Foundation. She was a devoted wife, mother, daughter, and friend. Larry Fleming, Minneapolis, died in December. A choral conductor and composer, he formerly directed the Augsburg Choir. He founded Augsburg’s annual Advent Vespers celebration, as well as the National Lutheran Choir. Clayton L. LeFevere, Richfield, Minn., died in August; he was 80. He was president and cofounder of LeFevere, Lefler, Kennedy, O’Brien and Drawz, and formerly served as chair of the Augsburg Board of Regents. A man called ‘Mo’ T here are always some little known heroes among us—folks we may never have met, or have long since forgotten what they did. Such is the case, perhaps, for my good friend and former Augsburg staff member, Wayne Moldenhauer—or just plain “Mo” to those who knew him. He died in September; he was 66. Mo was an ex-convict, and he came to work at Augsburg in 1971, straight from Stillwater State Prison. He was one of the first students in the classes Augsburg had offered at the prison in 1969. I am convinced that he, as much as anyone else, provided leadership that helped shape the diverse character of Augsburg as it is today. He raised over $1 million for the College from 1971-1983 in grants, scholarships, and contracts for non-traditional student programs. He was also a teaching assistant in several classes for students with disabilities. In addition, he organized the first “non-medical” transportation for students Winter 2003-04 and others with disabilities—the beginning model that later became today’s Twin Cities Metro-Mobility. After leaving the College, he went on to serve as director of the Center for Education of NonTraditional Students (CENTS). Later, he organized and headed Minnesota’s Message Relay Service, providing telephone communication between deaf and hearing people. Mo had no formal degrees or Wayne “Mo” Moldenhauer (left) raised over $1 million even much “legitimate” work for Augsburg from 1971-1983 and served as a teaching assistant in several classes for students with disabilities; experience until he came to he died in September. Augsburg. Ironically, it was his experience “on the streets” that “Augsburg College has given me the informed his skills as an organizer and greatest present I could have thought to fundraiser. receive. That present is the ability to enjoy Mo is still a hero to those of us who life again—both as a person who can find came to know him. But Augsburg was also strength in his tears and frustrations and Mo’s “hero.” In December 1973, he wrote peace in his strengths and successes. …” “An Open Letter to Augsburg College,” Thanks, Mo—from all of us—for published in the Augsburg Echo. He wrote: everything. 35 Vern Bloom by Vern Bloom, Augsburg professor emeritus, social work and sociology Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 39 C Courtesy photo AAuggie UGGIE Thoughts THOUGHTS After reading about Augsburg in a recent Star Tribune article, Keely Blumentritt ’00 was inspired to write her alma mater to express her gratitude for the education she received, as well as to update the College on her life and work in New York. The letter, which was shared with others in the administration, prompted President Frame to visit her while he was in New York. Following his visit, President Frame said he was profoundly moved by Blumentritt’s obvious joy and fulfilled sense of calling in her chosen profession. She shares her letter with Augsburg Now readers. Greetings! I just read the article in the Star Tribune, “Augsburg College has the Right Recipe.” And, yet again, I was overwhelmed with gratitude for the work that is being done at Augsburg. I know you are doing amazing things with the students studying at Augsburg, as well as in the community. Over the past academic year I have started supervising MSW (Master of Social Work) interns from Columbia University. This has given me the opportunity to deeply reflect on my own education and experience. In addition, I have come to the realization that Augsburg offers a holistic learning experience that other schools are unable to offer. I am very grateful for the education I gained, the financial assistance I received, and the mentors that guided me. It seems that not a day goes by when I do not think about Augsburg at least once. Some of my thoughts reference academic material, but more than that I reflect on the sense of generosity, hope, empathy, and faith I gained through my experiences. It has been invaluable. Reading the stories of the students in the article reminded me that the same work is still happening. On a personal note, I am still doing the same sort of work I started at Augsburg. After graduating from Columbia in 2001 with my MSW, I have continued living 36 in Manhattan. Right now I am working for an organization called Brooklyn Psychiatric Centers, Inc. I work in a public high school three days a week doing individual and group counseling as well as educational outreach to students. The other two days I am at a mental health clinic working with patients in an individual setting. My client base is aged 7–64, which adds a richness to the practice. Additionally, I am getting married in June to a great man I met out here— I will soon be Keely (Blumentritt) Meshel! It is a very exciting time in life. I owe the faculty and staff at Augsburg a great deal of thanks for the support I have received in my educational and, now, professional career. And, it is wonderful to know that the good work is still being done by good people. If you ever need anything from New York just let me know. Thank you, thank you, thank you. Sincerely, Keely Blumentritt ’00 Winter 2002-03 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 40 CCalendar ALENDAR Music April 2–May 16 Other Events For more information on any of these events (unless otherwise noted), call 612-330-1265 Senior Art Exhibit April 18 April 18 Spring Jazz Ensemble Concert 7 p.m.—Hoversten Chapel April 20 Riverside Singers Spring Concert Christensen Center Art Gallery Seminars, Lectures, and Films For information, call 612-330-1180 April 4–17 Access to Excellence: The Campaign for Augsburg College Augsburg community campaign kick-off event, including science demonstrations, music, exhibits, athletic clinics, theatre, health screenings, reading corner, worship celebration, free food, activities for all ages, and much more. Noon-4:30 p.m.—Augsburg campus For information, call 612-330-1613 7 p.m.—Hoversten Chapel Augsburg Native American Film Series 2004 April 21 In conjunction with the Minneapolis/ St. Paul International Film Festival Various dates and times; to request a flyer via e-mail, call 612-330-1523 or e-mail <marubbio@augsburg.edu> April 30–May 1 Augsburg Concert Band Spring Concert April 18 • Commencement Dinner 3 p.m.—Hoversten Chapel Student Documentary Film Showcase May 2–8 2-4:30 p.m.—Science Hall, Room 123 For information, call 612-330-1507 e-mail <davidson@augsburg.edu> Chamber Music Recital & High Tea 4 p.m.—Sateren Auditorium April 25 Augsburg Concert Band Tour of the Midwest Performances in Minnesota, North Dakota, Montana, and South Dakota For information, call 612-330-1279 By Sophie Treadwell Directed by Darcey Engen April 2, 3, 15, 16, and 17 at 7 p.m.; April 4 and 18 at 2 p.m. Tjornhom-Nelson Theater April 23 Senior Acting Recitals 7 p.m.—Tjornhom-Nelson Theater Exhibits For gallery information, call 612-330-1524 April 2–May 2 Juried Student Art Exhibit Gage Family Art Gallery, Lindell Library 6 p.m.—Commons, Christensen Center • Commencement Concert Augsburg Chamber Orchestra 7:30 p.m.—Hoversten Chapel May 1 April 19 Sverdrup Visiting Scientist Lecture: “The Exploration of Mars: An Ongoing Saga of Fact & Fiction, Dreams & Aspirations” For ticket information, call 612-330-1257 Machinal April 30 • Honors Convocation 4:30 p.m.—Hoversten Chapel Theatre April 2–18 Commencement Weekend • Eucharist Service 8:30 a.m.—Hoversten Chapel • Baccalaureate Service 10 a.m.—Hoversten Chapel • Commencement Brunch 11 a.m.—Commons, Christensen Center Dr. Noel W. Hinners, senior research associate, Laboratory for Atmospheric and Space Physics, University of Colorado-Boulder 8 p.m.—Hoversten Chapel For information, call 612-330-1551 or e-mail <gregoire@augsburg.edu> • Commencement Ceremony May 16 Lutheran Free Church celebration Alumni Tour Information Meeting Information about the Alumni Association-sponsored tour exploring Lutheran heritage in Germany and Eastern Europe Oct. 15-27 2-4 p.m.—Century Room, Christensen Center For information, call 612-330-1178 or e-mail <alumni@augsburg.edu> 1:30 p.m.—Melby Hall Seating begins at 12:30 p.m. Tickets required • Commencement Reception 3 p.m.—Murphy Square June 12 A celebration of the tradition and heritage of the Lutheran Free Church 9 a.m.-6:30 p.m.—Augsburg campus For information, call 612-330-1178 or e-mail <alumni@augsburg.edu> June 28 A-Club Golf Tournament Pebble Creek golf course, Becker, Minn. For information, call 612-330-1249 Augsburg Now Winter 04.3 4/1/04 11:50 AM Send us your news and photos! Please tell us about the news in your life, your new job, move, marriage, and births. Don’t forget to send photos! For news of a death, printed notice is required, e.g. an obituary, funeral notice, or program from a memorial service. Send your news items, photos, or change of address by mail to: Augsburg Now Class Notes, Augsburg College, CB 146, 2211 Riverside Ave., Minneapolis, MN, 55454, or e-mail to <alumni@augsburg.edu>. Page 2 __________________________________________________________________________________________________________________ Full name Maiden name Class year or last year attended __________________________________________________________________________________________________________________ Street address __________________________________________________________________________________________________________________ City State Zip Is this a new address? ■ Yes ■ No ________________________________________________________________________________ Home telephone E-mail ■ Okay to publish your e-mail address? __________________________________________________________________________________________________________________ Employer Position Work telephone Is spouse also a graduate of Augsburg College? ■ Yes ■ No If yes, class year_______________ __________________________________________________________________________________________________________________ Spouse name Maiden name Your news: ________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ 2211 Riverside Avenue Minneapolis, MN 55454 Non-Profit Org. 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Title: Murphy Square 2004: A Visual and Literary Arts Publication
Collection: Literary Journals

Title: Augsburg College Undergraduate Catalog, 2004-2006
Collection: Course Catalogs
Search Result: C O L L E G E Transforming Education OFFICIAL PUBLICATION OF AUCSBURC COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College and its curriculum. Although information was current a t t h e time o f publi...
Show more C O L L E G E Transforming Education OFFICIAL PUBLICATION OF AUCSBURC COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College and its curriculum. Although information was current a t t h e time o f publication, it is subject t o change without notice. The written policies in the catalog are t h e College policies i n force a t the time o f printing. It is the responsibility o f each student t o know the requirements and academic policies in this publication. If you have questions about anything i n this catalog, consult Academic Advising, a faculty adviser, the dean o f the college, o r the registrar. Key offices are listed o n page 8 for correspondence o r telephone inquiries. Published May 2004 -Y n UI GGLII 13 from the President I hope you are looking a t this catalog because you've enrolled at Augsburg College. If so, welcome! All of us hope you find, in the course of your study, a rising enthusiasm for the work, a clarifying definition of the vocation to which you feel called, and a confident satisfaction that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. I- If you are reading this to find out more about Augsburg College and an Augsburg education, welcome to these pages. I believe you will find 5 that they not only tell you about the character +. and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides a great learning laboratory, but one in which you will be able to share your own talents and skills. Augsburg's challenging academic environment is enhanced by both educational and service experiences that trandorm theory into action and unite the liberal with the practical in preparing students as leaders for service in a global society. Y F . The study you are undertaking at Augsburg-r thinking of undertaking-will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. A you join Augsburg, or consider doing so, please know that those of us who await you here find the College an exciting setting, full of diversity and yet possessed of a community dedicated to higher learning and good living, in which you can set off in new directions and from which new destinations are reachable. Bon voyage! Sincerely yours, William V. Frame President The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2004 Summer...................................... F r e s a n registration Sept. 5-7lSun.-Tues. ....................New student orientation Sept. 81Wed. ................................ Classes begin Oct. 29/Fri. ..................................Mid-term break (one day only) Nov. 15-Dec. 3/Mon.-Fri. ............Registration for spring Nov. 25Dhurs. ............................ Thanksgiving recess begins Nov. 29/Mon. .............................. Classes resume Dec. 17/Fri. ..................................Classes end Dec. 20-23IMon.-Thurs. ..............Final exams Spring Term 2005 Jan. 18Dues..................................Classes begin Mar. 21/Mon. ............................... M i d - t e r m / break begins Mar. 29/rues. ................................ Classes resume Apr. 4- 15/Mon.-Fri. .....................Registration for fall Apr. 29/Fri. .................................. Classes end May 2-5IMon.-Thurs. .................Final exams May 7lSat. .................................... BaccalaureatdCommencement The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2005 Sept. 7/Wed. .................................Classes begin Oct. 28/Fri. .................................Mid-term break (one day only) Nov. 241Thurs. .............................Thanksgiving recess begins Nov. 28/Mon. ...............................Classes resume Dec. 16/Fri. .................................. Classes end Dec. 19-22tMon.-Thurs. ..............Final exams Spring Term 2006 Jan. 17/Tues. .................................Classes begin Mar. 2O/Mon. .................... . , ...... Mid-term break begins Mar. 27/Mon. ............................... Classes resume Apr. 14/Fri.................................. ..Easter break Apr. 28/Fri. .................................. Classes end May 1-4hion.-Thurs. .................Final exams May 6lSat. ....................................BaccalaureatdCommencement The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at ~.augsburg.edu/enroll/registrar>. Fall Term 2004 June 7 .......................................... Web opens for registration* Aug. 13 ........................................ Remote registration ends (must register in person after this date) Sept. 10 ........................................s t day to add class without faculty signature Sept. 17 ........................................ Last day to add class with faculty signature** Sept. 23 ........................................ s t day to petition Student Standing Committee to add a class . L a day to drop class without record notation Sept. 17 ...................................... Last day to change grade option or withdraw from class** Oct. 27 .................................... Class Weekends: Sept. 10-12, Sept. 24-26, Oct. 8-10, Oct. 22-24, Nov. 5-7, Nov. 19-21, Dec. 3-5, Dec. 10-12 Winter Term 2005 Nov. 1 .......................................... Web opens for registration* Dec. 17 ........................................ Remote registration ends (must register in person after this date) Last day to add class without faculty signature Jan, 7 Last day to add class with faculty signature** Jan. 14 ......................................... Last day to drop class without record notation Jan. 14 ................. Jan. 20 .......................................... Last day to petition Student Standing Committee to add a class Feb. 16 ........................................ s t day to change grade option or withdraw from classx* Class Weekends: Jan. 7-9, Jan. 21-23, Feb. 4-6, Feb. 11-13, Feb. 25-27, Mar. 11-13, Mar. 18-20, Apr. 1-3 Spring Term 2005 Web opens for registration* Feb. 7 ....................................... Mar. 25 ........................................Remote registration ends (must register in person after this date) Last day to add class without faculty signature Apr. 15 ........................................ Apr. 22 ........................................ Last day to add class with faculty signature** Apr. 28 ........................................ Last day to petition Student Standing Committee to add a class Last day to drop class without record notation Apr. 22 ....................................... Last day to change grade option or withdraw from classx* May 25 .................................... Class Weekends: Apr. 15-17, Apr. 29-May 1, May 13-15, May 20-22, June 3-5, June 10-12, June 24-26 *Questions related to course selection or degree completion should be reviewed with your faculty adviser at least two weeks prior to registration. **Time 1 and 2 classes meeting for two or four sessions have different registration deadlines. Consult the registrar's Web page for details The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at ~www.augsburg.edu/enroll/registrar>. Fall Term 2005 Class Weekends: Sept. 9-11, Sept. 23-25, Oct. 7-9, Oct. 21-23, Nov. 4-6, Nov. 18-20, Dec. 2-4, Dec. 9-11 Winter Term 2006 Class Weekends: Jan. 13-15,Jan. 27-29, Feb. 3-5, Feb. 17-19, Feb. 24-26, Mar. 10-12, Mar. 24-26, Apr. 7-9 Spring Term 2006 Class Weekends: Apr. 21-23, Apr. 28-30, May 12-14, May 19-21,June 2-4, June 16-18, June 23-25 Area Code 612 Access Center .............................................................................................................. 330-1749 Academic Advising......................................................................................................330-1025 Academic Enrichment ................................................................................................ .330-1165 Academic and Student Affairs.................................................................................... .330.1024 ................................................... .330-1001 Undergraduate Admissions ............................ Toll-free number ..................................................................................... 1-800-788-5678 .................................................. 330-1178 AlumniParent Relations ........................... Toll-free number ....................................................................................... 1-800-260-6590 ...................................................................................................................... Athletics 330-1249 Center for Learning and Adaptive Student Services (CLASS) ................................... 330-1053 Center for Service, Work, and Learning .................................................................... .330-1148 .330-1732 College Pastor/Campus Ministry ............................................................................... .......................................... ............................. Public Relations & Communication -.330-1180 ConferenceEvents Coordinator ................................................................................. 330-1107 Development (financial gifts to the College) .............................................................330- 1613 Toll-free number ............................ ......-................................................... 1-800-273-0617 330-1046 Enrollment Center ................................ Toll-free number ................................. .---. ................................................ 1-800-458-1721 Facilities Management ............................................................................................... .330-1041 Financial Aid (scholarships and other aid) ................................................................330-1046 General Information (other office numbers; business hours only) ........................... 330-1000 .................. 330-1649 Fax ....................*.......................................‘......... ............... .............................................................. ............................... Graduate Programs 330-1101 Human Resources ...................................................................................................... .330-1058 Lost and Found ........................................................................................................... 330-1000 President's Office ........................................................................................................ .330-1212 Registrar .............................. .....-.................................................................................. 330-1036 Residence Life (Housing)........................................................................................... .330-1109 Rochester Program............................................................................................... 507-288-2886 Student Activities ........................................................................................................ 330-1111 Student Government ................................................................................................... 330-1 110 Summer Session .............................-- .......................................................................... .330- 1046 TRIO/Student Support Services .................................................................................. 330-13 11 Weekend College ................................................................................................. 3 3 0 - 1101 Mailing Address: 22 11 Riverside Avenue Minneapolis, MN 55454 Web Site: www.augsburg.edu A Selection from over 50 majors t Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Augsburg offers more than 50 major* or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 58 for a complete list of majors and minors.) This five-college consortium allows day program students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, the College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas. Discovering your gifts and talents The Weekend College Program offers 18 majors. The heart of an Augsburg education is the Augsburg Core Cumculum- designed to prepare students to become effective, informed, and ethical citizens. Through "Search for Meaning" courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve for a lifetime-writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg's prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, "Education for Service," and to the mission of the College: "To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community." A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. -- About Augsburg 11 Early Leaders Establish a Direction The Focus Changed August Weenaas was Augsburg's first president (1869-1876). This attitude began to change after World War I. In 1911, George Sverdrup,Jr. became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over 130 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg's second president (1876-19071, required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity This change made Augsburg the only higher educational institution of the small Lutheran body The college division, however, was still important primarily as an attachment to the seminary. The College's mission assumed a double character-ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War 11, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modem college program based on general education requirements and elective majors. With curriculum change came a long effort to become accredited. The College reached accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the College's mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. 12 About Augsburg A College in the City President Oscar A. Anderson (19631980) continued Augsburg's emphasis on involvement with the city. He wanted to reach out to nontraditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, the Christensen Center, Ice Arena, and Murphy Place. Augsburg continues to reflect the commitment and dedication of the founders who believed: Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg's commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a cumculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. The city-with all its excitement, challenges, and diversity-is an unequaled learning laboratory for Augsburg students. Dr. William \! Frame became president in August 1997. Under his leadership, the College has sharpened its identity as a college of the city, providing an education, grounded in vocational calling, that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg also offers graduate and undergraduate level nursing courses as well as supporting degree courses through its Rochester Program based in Rochester, Minnesota. An Augsburg education should be preparation for service in community and church; Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now almost 18,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to undergraduate liberal arts and sciences Augsburg offers master's degree programs in business, education, leadership, nursing, physician assistant studies, and social work. WEEKEND COLLEGE Augsburg's Weekend College program provides an educational alternative to adults who desire college experience but who work or have other commitments during the week. It is a means by which men and women may earn a baccalaureate degree, gain skills for professional advancement, prepare for a career change or pursue a personal interest in one or more areas of the liberal arts. -- About Augsburg 13 Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today with approximately 1,000 students enrolled each term and 18 majors, Augsburg's Weekend College is the largest program of this type among Minnesota private colleges. Faculty in Weekend College are full-time Augsburg professors as well as adjunct professionals. The Weekend College student body is involved in student government, and students participate in academic and extracurricular activities such as the student newspaper, travel seminar, and student organizations. A Community of Learners Augsburg Weekend College continues to develop to meet the needs of the adult and nontraditional student. The heart'of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree and all consider teaching to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. They are actively involved in a dynamic faculty development program that introduces them to current thought in many fields, but especially in teaching and learning techniques and theories. The Adult as Learner Augsburg Weekend College is based on the assumption that students who enroll in the program will be mature, self-disciplined and motivated learners who seek a combination of classroom experience and individual study. Each course is divided into periods of concentrated on-campus study separated by time for independent study and class preparation. Alternate Weekends To accommodate this learning format, classes generally meet on alternate weekends for three and one-half hours on either Friday evening, Saturday morning, Saturday afternoon or Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week. Weekend College students may take from one to four courses each term. Selected courses are also available on weekday evenings and are open to both day and Weekend College students. The academic year for Weekend College is divided into three trimesters. Essential to the goals of Augsburg's Weekend College is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages Weekend College students to make use of College facilities such as Lindell Library and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Weekend College Faculty Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. ROCHESTER PROGRAM Augsburg has established a branch campus in Rochester, Minnesota. Classes in Rochester meet on an evening or weekend schedule, making them accessible to working adults. There are three trimesters in each academic year, following the same schedule as the Weekend College program. - 14 About Augsburg Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to have an individual e-mail address and have access to the Internet to facilitate the use of technology in the learning and communication process. Further information may be obtained from the Rochester program website at <www.augsburg.edu/rochester> or by calling the Weekend College Admissions Office at 612-330-1101. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 170 parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-Fairview-University Medical Center-are adjacent to Augsburg, with the Mississippi River and the Seven Comers theatre district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreation opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map in back.) Convenient bus routes run throughout the city and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnevramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, Lindell Library and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Offices-The Office of Undergraduate Admissions for the day program is located on the first floor of Christensen Center. The Weekend College Admissions Office, Rochester admissions, and the Graduate Studies Admissions Office are located at 624 21st Avenue South. Anderson Hall (1 993)-Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 S. Eighth Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; the Center for Service, Work, and Learning; and the Office of Public Relations and Communication. Christensen Center (1967)-The College center, with spacious lounges and recreational areas, dining areas, bookstore, and offices for student government and student publications. The Office of Undergraduate Admissions is located on the first floor. East Hall-Houses the Minnesota Minority Education Partnership (MMEP) and the Fond du Lac Tribal College Center. Edor Nelson Field-The athletic field, located at 725 23rd Avenue South, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during the winter months, allowing year-round use. - About Augsburg 15 Foss, Lobeck, Miles Center for Worship, Drama and Communication (1 988)-The Foss Center is named in recognition of the gifts of Julian and June Foss and was built with the additional support of many alumni and friends of the College. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the StepUP program. The Foss Center's lower level is home to the Academic Enrichment Office, which includes the Groves Computer Lab, the Karen Housh Tutor Center, and the John Evans Learning Laboratory; and the Center for Learning and Adaptive Student Services (CLASS) program. Ice Arena (1 974)-Two large skating areas provide practice for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community The JamesC. Lindell Family Library (1 997)-This library and information technology center houses all library functions and brings together the computer technology resources of the College. It is located on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh St. The jeroy C. Carlson Alumni Center-Named in 1991 to honor Jeroy C. Carlson, senior development officer and former alumni director, upon his retirement from Augsburg. The center, with its Office of Alumni and Parent Relations, is located inSrmley's Point, 2200 Riverside Ave. Melby Hall (1961)-Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)-Named in honor of Gerda Mortensen (dean of women from 1923 to 19641, it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. 2222 Murphy Place (1964)Murphy Place is home to the three of the four components of the Office of International Programs- Center for Global Education, Global Studies, and International Student Advising. It is also home to the four support programs for students of color -American Indian Student Services, Pan-Afrikan Center, PanAsian Student Services, and HispanidLatino Student Services. Music Hall (1978)-Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty New Hall (1 999)-A three-story apartment complex along 20th Ave., between 7th and 8th Sts. housing juniors and seniors in units from efficiencies to two-bedroom suites. Old Main (1900)-Home for the modem languages and art departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. -About Augsburg 16 Science Hall (1 949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the finance and administration offices, and various other program offices. In 1960 the Lisa Odland Observatory on the roof was completed. Smiley's Point (2000)-The Smiley's Point building on Riverside Avenue, once a favorite ice-cream parlor for Augsburg students, now houses the Institutional Advancement and Community Relations division, including the Development offices and Alumni and Parent Relations. Sverdrup Hall (1 955)-Named in honor of Augsburg's fourth president, it contains the Enrollment Center and Academic Advising, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1 938)-Built as a dormitory and named in honor of Augsburg's second and third presidents, it provides space for administrative and faculty offices. Urness Hall (1967)-Named in honor ~ ~ of Mr. and Mrs. Andrew Umess, t h tower provides living quarters for 324 students. Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to lifelong learning and to programs that increase both individual and group understanding and achievement. College of t h e Third Age-In 1976, Augsburg initiated one of the first programs in the country that offers classes for older adults, taught in their neighborhoods. Many of the instructors are retired Augsburg faculty. The College of the Third Age is located in Foss Center, Room 172. Inter-Race: The International Institute for Interracial InteractionInter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 600 2lst Avenue South. Minnesota Minority Education Partnership (M MEP)-The Minnesota Minority Education Partnership, Inc., is a nonprofit membership organization that works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs that help students of color succeed academically. The MMEP office is located in East Hall. - About ~ u ~ s b u r17 g H POLICIES Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1023. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. ACCREDrrATlON AND MEMBERSHIPS Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools* and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the American Chemical Society Commission on Collegiate Nursing Education Council on Social Work Education (B.S. and M.S.W.) National Association for Music Therapy, Inc. National Council for Accreditation of Teacher Education National League for Nursing Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Augsburg College is an institutional member of the: American Association of Colleges and Universities (AACU) American Association of Higher Education (AAHE) Association of Physician Assistant Programs Council of Independent Colleges (CIC) National Association of Schools of Music (NASM) We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, Minnesota Private College Council, National Society for Experiential ducat ion, and Campus Compact. Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. *The Higher Learning Commission of the North Central Association of Colleges and Schools, 312-263-0456; <www.higherlearningcommission.o r p Location-Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious Affiliation-The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 16 percent represent the Roman Catholic Church, and 18 percent represent other denominations and religions. Accreditation-The Higher Learning Commission of the North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education, Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and the National League for Nursing. Member-Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Higher Education Services Office, as described on page 17. Enrollment (Fall 2003)-3,172 dents from 29 countries. W Financial Aid-Over 80 percent of the students receive some form of financial aid from the College and many other sources. CI Library--Over 180,000 items, direct access to over 1,300,000 through CLIC, the Twin Cities private college library consortium. The James G. Lindell Family Library opened in September 1997. CI School Year-Two semesters from September to May, and two summer school sessions. Augsburg Weekend College-trimesters, September to June. Augsburg Graduate Programtrimesters, September to June. M Majors-More than 50 majors in 35 departments and programs. CI Off-Campus Programs-The Office of International Programs offers study abroad programs throughout the world, including Augsburg's own Center for Global Education and International Partners programs. Augsburg is also a member of the Higher Education Consortium for Urban Affairs (HECUA). CI Athletic Affiliation-Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division 111. CI Policy--Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. stu- Graduates-18,000 graduates from 1870 through August 2003. Student/Faculty Ratio-15 to 1. Undergraduate class size averages 13-17. Campus-17 major buildings. Major renovations in 1979-80 with special emphasis on accessibility Accessibility-Augsburg is now one of the most accessible campuses in the region. A skywayItunneVelevatorsystem provides access to 10 major buildings without going outside. Deqrees - Granted-B.A., B.S., B.M., M.A., M.B.A., M.S., M.S.W. A ugsburg College is looking for students with intelligence - and character. We want people who can benefit from and contribute to their community, the College community, and the community at large. Selection of students for Augsburg College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. The College selects students on individual merit without regard to race, creed, disability, national or ethnic origin, gender, sexual orientation, or age. Visit t h e Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, freshman and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg's admissions staff is ready to help students and families with college planning. Call any weekday between 8:00 a.m. and 4:30 p.m.--612-330-1001 or toll-free 1-800-788-5678. We'll answer your questions and arrange a tour for you (including most Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the first floor of the Christensen Center. For Weekend College admission information, call 612-330-1 101. DAY PROGRAM FRESHMEN Application for AdmissionApplicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refundable $25 application fee. Students may apply online at <www.augsburg.edu/apply/day>. Transcripts-An official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from the institution should also be sent. General Education Development (G.E.D.) scores may be presented instead of the high school transcript. Test ScoresFreshman applicants are required to submit results from the college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Recommendations-Two letters of academic recommendation are required. References may use the Augsburg recommendation form in lieu of writing a letter. If the applicant has been out of school for several years, the form or letter may be completed by a supervisor, employer, or other person for whom the applicant works. Additional Information-If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an admissions counselor. -- Undergraduate Admissions 21 On occasion, the Admissions Committee may defer a decision on a candidate's admission until other information has been received. For example, more recent test scores, results of the present semester's coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Notification of Admissions Decision-Augsburg College uses a "rolling" admissions plan. The first offers of admission are made on November 1. After that, students are notified of the admissions decision usually within three weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of AdmissionAccepted students who are applying for financial aid are asked to make a $loo* enrollment deposit to the Office of Undergraduate Admissions within 30 days of their financial aid notification. Extensions may be requested in writing to the director of financial aid. Accepted students who are not applying for financial aid are asked to make a $100" enrollment deposit to the Office of Undergraduate Admissions. Those students who wish to live in College housing must also submit a $200 housing deposit along with the housing contract to the Residence Life Office. *Non-refundable after May 1. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree after completion of their junior year or first semester of their senior year of high school. Applicants must complete the normal procedures for freshman applicants and arrange a personal interview with the director of undergraduate admissions. WEEKEND COLLEGE Applicants should complete the application form and return it along with the $25 non-refundable application fee to the Augsburg Weekend College Admissions Office. Students may apply online at <www.augsburg.edu/apply/weekendz. Transcripts-Official transcripts from all previous postsecondary institutions should be sent directly to the Augsburg Weekend College Office. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The G.E.D. test certificate may be presented instead of the high school transcript. Additional Information-If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate's admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. 22 Undergraduate Admissions Notification of Admissions Decision -Augsburg College uses a "rolling" admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and major sections of this catalog to see if admission to the major is required. W TRANSFER STUDENTS Augsburg College welcomes students who wish to transfer from other colleges or universities. College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.O/C or better. Augsburg does not grant credit for developmental courses, technical courses, or courses with grades below Z.O/C. The College reserves the right to require that certain courses be taken at Augsburg. Augsburg operates on a course credit system rather than semester or quarter hours. Augsburg course credits are equivalent to four semester hours or six quarter hours. Transfer credits from semester or quarter hour institutions are converted to Augsburg credits by dividing by four or six, respectively. Augsburg College limits transfer credits from two-year colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches these credit limits, no additional credits will transfer from two-year institutions toward the 32 Augsburg credits required for a baccalaureate degree. Courses taken beyond the credit limit can, however, be used to meet liberal arts and major requirements. Augsburg students should consult with their faculty adviser and the Office of the Registrar before taking courses at other institutions. A cumulative grade point average (GPA) of at least 2.5 (on a 4.0 scale) in previous college work is recommended for admission to the College. The evaluation of transfer credits is completed by the Office of the Registrar and is based on a student's official transcripts. The registrar's office evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student's major or minor. The major or minor department may require certain courses or a minimum number of courses be taken at Augsburg. Students transferring from the Minnesota State College and University System who have completed the Minnesota Transfer Curriculum, have earned the Associate of Arts degree from MNSCU, and have a 2.5 (on a 4.0 scale) cumulative GPA or higher will be given transfer status as outlined below. The following applies only to the MNSCU A.A. graduate: 1. Admission will be with junior standing following the Minnesota Transfer Curriculum. A maximum of 16 Augsburg equivalent credits (64 semester credits or 96 quarter credits from a community college) will be accepted. No additional credits may be transferred from a community college. 2. All Augsburg Core Curriculum requirements will be waived except: REL 300 Bible, Christian Theology, and Vocation Course Senior Keystone Course One Augsburg Experience I - Undergraduate Admissions 23 - Modem Language requirement (0-2 courses, depending on initial assessment) One college algebra course ( W T 105) or Math Placement Group 3 One course that meets the Quantitative Reasoning Graduation Skill requirement One course in the major that meets a Writing Graduation Skill requirement HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment). This requirement is waived for students who have transferred two equivalent courses 3. Courses with D grades will not be accepted as prerequisites or for application to majors. Some Augsburg majors require additional prerequisite coursework beyond the A.A. degree. Students are advised to consult major departments for major requirements upon transfer. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Note: No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or December 15 for entry in spring semester. FORMER STUDENTS Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of absence and who wish to return must apply for re-admission through the registrar's office. Students who have attended other institution(s) during their absence from Augsburg must have an official tran- script sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. SPECIAL STUDENTS (NON-DECREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a.petition to the registrar's office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. Students who have graduated from Augsburg who are returning to complete a second major will not be awarded a second degree unless it is a different degree from the first awarded. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. SPECIAL STUDENTS (SECOND DECREE) Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student's previous degree, completion of a second major (non-degree) may also be an option. -Undergraduate Admissions 24 INTERNATIONAL STUDENTS International students are a vital part of the Augsburg community. (See International Student Advising on page 49.) International students should contact the Office of Undergraduate Admissions for an international student application and financial requirements. All applicants must provide proof of financial solvency Applications must be completed two months prior to the start of the semester: June 1 for fall, Dec. 1 for spring. For more information, call 612-330-1001 or 1-800-788-5678 (toll free); e-mail <admissions@augsburg.edu>;or write to: International Student Admissions Augsburg College 22 11 Riverside Avenue Minneapolis, MN 55454 USA I I ) ' , .-' ,':, .- , :I, , \ * , I I ! . , I4 1 students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in giftsfrom alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. Audit Fee (for part-time students) per course................................$ Full-time students-see page 84. DAY PROGRAM TUITION, FEES, ROOM, AND BOARD Tuition (full-time enrollment) ............$20,260 This rate applies to all full-time students attending in September 2004. Students are considered full-time when they take three or more course credits during the semester. The charge includes tuition, general fees, facility fees, and admission to most College-supported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course..............$ 2,460 This rate applies to students taking fewer than three courses in a semester andlor an Interim only. Part-time students taking lifetime sports are charged the audit rate for that course. audit policy on Room Rent (on average, includes basic services) ..................................$ 3,100 (Detailed room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) The Board of Regents has approved the costs listed below for the 2004-05 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. 763 ..................$ 2,980 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ..................4 2,900 ....................$ 2,650 Student Activity Fee ................S 180 ACTC Bus (full-time students only) ..................$ 18 Information Technology Fee ..$ 300 Flex 5 point plan OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time $ 90 students) ................................. Late Registration .............................. $ 50 Petition fee for waiver of registration deadlines (non-refundable) .......$ 50 Lifetime Sport (part-time students) ................... $ 180 Extended Payment Plan Fee ............$ 50 - Financial Information 27 Overload Fee (per course credit over 4.5, Day and WEC/Rochester/United combined) ..................................$2,460 Private Music Lessons, per semester (14 lessons-.0 cr. or .25 cr.) ......$350 (14 lessons-.5 cr.) ......................$700 Student Teaching (per course for full-time students) ..................$100 Student Teaching (per course for part-time students) .................$150 Study Abroad (in approved non-Augsburg programs) .............$350 Zero-credt seminar (part-time students) .......................................$763 Fees Payable by Check/Cash Application (new and/or special students) ....................... .$ 25 Locker Rental ....................................$ 50 Student Parking Lot Permit -car ........................................... $ 200 -motorcycle .............................. $ 100 Transcript Fee Regular service ........................... .$ 5 Next day .....................................$ 8 On demand ................................. $ 15 Special Examinations, Cap Q Gown Costs (Schedule onfile in registrar's office) BOOKS AND SUPPLIES These costs are estimated to average .OO per course. H DEPOSITS Enrollment Deposit (non-refundable) ....................$ 100 Required of all new students after lcceptance. The enrollment deposit is credted to the students' account only upon yaduation or withdrawal. Any net credit lalance (after all charges and/or fines) will ]e refunded upon request of the student. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit ......$ 200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages andlor fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification as specified in the housing contract. Application Fee (payable once, non-refundable) ......................... $ 25 Tuition (per course) .........................$1,525 Tuition (per summer course 2004) ..$1,400 Activity Fee (per trimester) .............$11.50 Campus Access Fee (includes parking permit; per trimester) ...$ 10 Audit Fee (per course) .....................$ 763 Lifetime Sports: Fee for Weekend College Course ......................... ..$ 180 Lifetime Sports: Fee for Assessment of Previous Learning ..................$ 150 Nursing Clinical Fee ........................$ 250 Supplementary Student Teaching Fee (per course credit) ..............$ 150 Late Registration Fee ........................$ 50 Transcript Fee Regular service ............................$ 5 8 Next day ......................................$ On demand ..........................,......$ 15 Petition Fee for waiver of registration deadlines (non-refundable) .......$ 50 Zero-credit seminar .......................... .$ 763 Extended Payment Plan Fee .............$ 50 -Financial Information 28 PAY MENTS-DAY PROGRAM Semester Fees-Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Enrollment Center is sent to the student. Payment Options-Day Program(1) Semester payments, due August 15 and December 15 as billed; (2) Extended Payment Plan-an extended payment plan is available each semester. Details are included with the bill for each term. PAYMENTS-WEEKEND COLLEGE A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. For tuition and fee information, please refer to the current Weekend College Class Schedule, published each year by the Weekend College Program Office. Payment Options-(1) Payment in full at the start of each term. (2) Extended Payment Plan-an extended payment plan is available each semester. Details are included with the bill for each term. (3) Employer Reimbursement: students whose employers reimburse them for all or part of their tuition and fees may pay a $100 deposit per course credit at the start of the term. The balance, which is subject to finance charges until paid, is due 60 days after the last day of the term. Students on this plan must file an employer reimbursement application form each academic year. The student is responsible for payment of the balance should the employer not reimburse for any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the term. - ~ A finance charge is applied at a simple rate of .67 percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student's account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan including the National Defense and National Direct Student Loans and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. REFUNDS Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s1 . . and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available in the E m o h e n t Center. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition andlor room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing conmact and/or the appropriate tuition refund schedule. - - Financial Information 29 Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student's last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Augsburg College Day Program Refund Policy: Applies to day program students who withdraw from all courses in a term and are not receiving Federal Title IV financial aid (Federal Title IV financial aid includes the Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, and PLUS Loan). This policy also applies to all students who drop courses during a term. Refwut Amount ReJund Period 100% Through the first 10 days of classes (less $100 administrative fee) 90% From the 1l t h day through the 15th day of classes 80% From the 16th day through the 20th day of classes 70% From the 21st day through the 25th day of classes 60% From the 26th day through the 30th day of classes 50% From the 31st day of classes through the midpoint of the term. Augsburg Weekend College Program tefund Policy: This policy applies to new ind returning Weekend College students who drop a portion of their scheduled :ourse load. It also applies to students who :ompletely withdraw from college and do lot receive financial aid. Refund Amount 100% Refund Period Through the Friday following the first class weekend (less a $100 administrative fee if withdrawing from the current term entirely) 80% Through the Friday following the second scheduled class meeting 60% Through the Friday following the third scheduled class meeting 40% Through the Friday following the fourth scheduled class meeting. No refund after the fourth scheduled class meeting. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Please allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. Rochester Program and United Hospital Program Refund Policy: See the published refund schedule for your program. Federal Return of Funds Policy: This policy applies to students who have completed at least one full term, withdraw from all courses for the current term, and receive federal Title IV financial assistance (including Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, Parent PLUS Loan). The Return of Funds Policy is based on a percentage derived from the number of days attended divided by the number of days in the term. - - 30 F~nanc~al Information The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available in the Enrollment Center. attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university If approved, grades of W will be recorded and charges for the term dropped. The administrative cancellation fee is $300. MEDICAL REFUND If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of documentation from the attending doctor stating the inability or inadvisability of continued enrollment. Requests for medical refunds should be made through the Financial Petition Committee. UNOFFICIAL WITHDRAWAL Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the enfire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available in the Enrollment Center. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non- All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and meeting the academic progress standards outlined in the brochure "Academic Progress Standards for Financial Aid." This brochure is available from the Enrollment Center and is distributed to students on an annual basis. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2003-2004 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family Financial aid supplements student and family resources. - Financial Information 31 The Free Application for Federal Student Aid (FAFSA) and the Augsburg Financial Aid Application help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, debts, retirement needs, and special considerations. HOW TO APPLY The following are required to process your financial aid application: 1.Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. Students are encouraged to file the FAFSA electronically on the Web at <www.fafsa.ed.gov>.Students and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of Education. Instructions for requesting a PIN can be found at <www.fafsa.ed.gov>. Be sure to include the Augsburg College code, 002334, on your application. Submit your application to the processing agency after Jan. 1. Applications must be filed by April 15 for priority consideration. 3. Complete the current year Verification Worksheet, available at cwww.augsburg.edu/enroll>,and submit it to the Enrollment Center. 4. Submit copies of federal tax forms For the preceding year (e.g. tax year 2003 to be considered for financial aid for 20042005). Tax forms are required for the stulent and parents of dependent students, or spouse of student if filing separately. WHAT HAPPENS NEXT? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid package will be sent to the student. This package includes: Letter detailing the financial aid award Information regarding financial aid programs and requirements for continued eligibility SubsidizedIUnsubsidizedFederal Stafford loan application Students complete and return one copy of their award letter to the Enrollment Center. In addition, the student must complete and return the Stafford Loan application to receive Stafford Loan funds. Applications for the SELF Loan and the Parent PLUS Loan are sent upon request. H KINDS OF AID A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans' Children, and other sources. 32 Financial Information Academic Excellence Scholarships President's Scholarship-President's Scholarships are awarded based upon competition. The applicant must have a 3.7 or higher GPA and a 27 or greater ACT composite (or a combined SAT score of 1210 or greater). Separate applications are required. The application deadline is February 1. Phi Theta Kappa S c h o l a r s h i p These scholarships are awarded to selected transfer students with a 3.5 GPA. Call Undergraduate Admissions for info., 612330-1001. Achievement Scholarships Regents' S c h o l a r s h i p T h e Regents' Scholarships are awarded to all qualified new freshmen of high academic achievement who apply and are accepted before May 1 for fall or Dec. 1 for spring. Selection is based on high school GPA and national test scores. Transfer Regents' S c h o l a r s h i p Transfer Regents' Scholarships are awarded to all qualified transfer students with a minimum 3.0 GPA who apply and are accepted for admission by May 1 for fall or Dec. 1 for spring. Augsburg Legacy Award-These scholarships provide tuition benefits to full-time day students working toward their first bachelor's degree who are children, grandchildren, or spouses of Augsburg graduates; siblings of current Augsburg students; children or spouses of current ELCA pastors. Deadline: May 1 for fall or Dec. 1 for spring. Science ScholarshikThese scholarships are awarded to incoming freshmen who are in the top 30 percent of their high school class or ACTISAT test score, majoring in chemistry or physics at Augsburg. Deadline: Accepted for admission by May 1. Augsburg AmeriCorps Scholarship-These scholarships are awarded to qualified AmeriCorps members who are currently serving or have served for at least one year. Must be certified as eligible by the director of the AmeriCorps site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is May 1. Minority Encouragement Program Scholarship-The Minority Encouragement Program Scholarship recognizes freshmen who have graduated from a St. Paul public high school in good standing and who participated in their school's Minority Encouragement Program. MEP students are assured of receiving a minimum award of $5,000 per year upon admission to Augsburg College. Application deadline is May 1. Leadership, Service, and Performance Scholarships Ethnic Leadership ScholarshipsEthnic Leadership Scholarships recognize incoming freshmen and transfer students with demonstrated scholarship and a record of, andlor potential for, leadership. Eligible students must be full time in the day program and have the recommendation of the appropriate Augsburg Ethnic Student Services program director and another individual knowledgeable about the student's extracurricular activities. The application deadline is May 1. For more information and an application, contact: American Indian Student Services, 612-330-1144 Hispanic-Latino Student Services, 612-330-1309 Pan-Afrikan Student Center, 612-3301022 Pan-Asian Student Services, 612-3301530 Financial Information 33 Performing Arts S c h o l a r s h i v Awarded to selected incoming students who demonstrate active participation in the performing arts. Separate application and audition are required. The deadline is February 1. Minnesota State Scholarship a n d Grant-Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. Consult the Enrollment Center for accepted enrollment patterns. Lutheran Congregational Scholarship Program Federal Supplemental Educational Opportunity Grant-Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. PRIME Scholarships (Paired Resources in Ministry a n d Education) -Augsburg College will match congregational grants or scholarships up to a maximum of $750 ($1,500 total award) per student per year. Deadline for application is February 1. CALL Scholarships (Congregations and Augsburg support Lutheran Leaders) -Augsburg College CALL Scholarships recognize incoming students of high academic achievement with a demonstrated record of leadership within their Lutheran congregations. Augsburg will provide a double match of congregational grants or scholarships up to $750 ($2,250 maximum award) for students who meet the leadership criteria as specified on the application. The awards are renewable, depending on the class level at entry point (i.e., a new entering junior will have two years of eligibility). Final selection of CALL Scholarship recipients is made by the College. Deadline for application is February 1. Gift Assistance (Need-Based) Augsburg Tuition Grant-These awards are based on financial eligibility academic record, and participation in extracurricular activities in school, community, and church. Federal Pell Grant-Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines maximum grant for 2003-04 is $4,050. Bureau of Indian AffairsITribal and State Indian ScholarshipBureau of Indian Affairflribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairnribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Program. American Indian grants supplement all other forms of financial aid. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, Tribal, or State Indian Education Office. 34 Financial Information Loan Assistance Federal Perkins Student Loan-A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $20,000 ($40,000 including graduate school). Federal Stafford Student Loan Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states that provide such programs. Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized and Unsubsidized Stafford Loan is variable and changes annually on July 1. Interest is capped at 8.25%. The following borrowing limits apply to the Stafford Loan program after July 1, 1994: Freshmen: $6,625 annually (Combined Subsidized and Unsubsidized Stafford) Sophomores: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) Juniorsfieniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Nursing Student Loan-A federal program with provisions similar to the Federal Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half time. The maximum loan is $4,000 per year. Federal Parent Loan Program (PLUS)-PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of check disbursement at a variable interest rate not to exceed 9 percent and a minimum payment of $50 per month. Application forms are available at Augsburg College Enrollment Center or the lending institution. - Financial Information 35 Student Employment Augsburg College provides work opportunities for students. Assignment is based on financial eligibility and potential competence in performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program-Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Augsburg College, through generous gifts from alumni, faculty, staff, and friends, offers more than 400 sponsored scholarships. All returning eligible students are considered. Selection is based on academic achievement, financial need, and selection criteria established by the donor. A list of scholarships follows. *Indicates endowed scholarships GENERAL SCHOLARSHIPS ADC Telecommunications Inc. Linda Schrempp Alberg Memorial Scholarship* American Express Company Henry and Leona Antholz Scholarship* Class of 1931 Scholarship* Alma Jensen Dickerson Memorial Scholarship* , Oliver M. and Alma Jensen Dickerson Memorial Scholarship* Elias B. Eliason, Sr. Memorial Scholarship* M. J. Estrem Scholarship* Reuben I. and Marion Hovland Scholarship* Tze-Lien Yao-Hsieh, Lenorah Erickson, and Mildred Joel Memorial Scholarship* Edwin C. Johnson Scholarship* Kopp Investment Advisors Presidential Scholarship Emma Johnston Mathwig Scholarship Memorial Scholarship Foundation Scholarships* Minnesota Mining and Manufacturing Company Liberal Arts Scholarships Minnesota Scholars Fund Scholarship Clifford and Martha Nylander Scholarship* Marvin T. Nystrom Scholarship* Rev. Martin J. and Olga S. Olson Scholarship Casey Albert T. O'Neil Foundation Scholarship John G. Quanbeck Scholarship Fund* Martin and Esther Quanbeck Scholarship* Rahr Foundation Scholarship Readers Digest Endowed Scholarship* Senior Challenge Endowment Fund* Rosemary J. Shafer Scholarship* St. Luke's Lutheran Church Centennial Scholarship* Genevieve E. Stelberg Memorial Scholarship* Ernest and Vivian Tinseth Scholarship* Robert W. Warzyniak Memorial Scholarship* Lea A. and Elsie L. Wildung Endowment Fund* Xcel Energy Scholarship Edward Yokie Memorial Scholarship* 36 Financial Information SPECIAL SCHOLARSHIPS Aid Association for Lutherans Scholarship Charles and Kate Anderson Endowment Fund* Mildred Ryan Cleveland Memorial Scholarship* Dain Rauscher Scholarship* David J. Formo Memorial Scholarship* The Grace Scholarship* David Gronner Memorial Scholarship* Rev. John Hjelmeland Endowed Scholarship Fund* Hoversten Peace Scholarship* ING Foundation Scholarship Torgney and Valborg Kleven Memorial Scholarship* Mary E. Larsen International Studies Scholarship* Floyd Lorenzen Memorial Scholarship* Lutheran Brotherhood Lutheran Senior College Scholarship Lutheran Brotherhood Opportunity Scholarship Minnesota Mutual Foundation Scholarship Minnesota Power Company Scholarship Karen Neitge Scholarship* Marilyn and John Paul Nilsen Scholarship* Rev. Horace E. Nyhus Memorial Scholarship* Ole K. and Evelyn L. Olson Scholarship* Timothy 0 . Olson Memorial Scholarship* Rev. John and Ingeborg Peterson Memorial Scholarship* Jay and Rose Phillips Family Foundation Scholarship Clayton and Ruth Roen Memorial Scholarship* Loren Manuel Schottenstein Memorial Scholarship John and Agnes Siverson Scholarship* Genevieve E. Stelberg Memorial Scholarship* Wells Fargo Scholarship CAMPUS MINISTRY/CHRISTIAN SERVICE John Andrew Adam Memorial Scholarship* C. A. L. and Esther J. E. Anderson Scholarship* Charles and Catherine Anderson Diversity Scholarship* Kyle A. and Sandra L. Anderson Scholarship Carl C. and Kathleen A. Casperson Scholarship* Corinne and Herbert Chilstrom Scholarship* Laura Ann Erickson Memorial Scholarship* Pastor Bob Evans Scholarship* Dave Hagert Memorial Scholarship* Helen (Mohn) Henderson Memorial Scholarship* Lee Family Scholarship* Forrest T. Monson and Thelma (Sydnes) Monson Scholarship* Pastor Carl 0 . and Edith W. Nelson Memorial Scholarship* Philip and Dora Quanbeck Scholarship* Russell and Helen Quanbeck Scholarship* Rev. Olaf Rogne Memorial Scholarship* Russel and Virginia Smith Scholarship* Roy C. and Jeanette Tollefson Scholarship MULTICULTURAL/INTERNATlONAL STUDENT SCHOLARSHIPS American Indian Scholarship* Kent Anderson American Indian Scholarship* Ada Bakken Memorial-American Indian Scholarship* Grace Jewel Jensen Buster Memorial Scholarship* Cargill Foundation American Indian Scholarship General Mills Foundation Scholarship I - Financial Information 37 Grand Metropolitan American Indian Scholarship Grand Metropolitan Food Sector Foundation Scholarship* Hearst American Indian Scholarship* Honeywell Corporation Scholarship Grace Anne Johnson Memorial Scholarship* KerridgdMueller American Indian Scholarship James M. Kingsley American Indian Scholarship* Little Six, Inc. Scholarship* McKnight Foundation Scholarship* Medtronic Foundation Scholarship Marilyn Peterson Memorial Scholarship* Prairie Island Indian Community Scholarships* Shakopee Mdewakanton Dakota Community Scholarship* Marlys Johnson Simengaard Memorial Scholarship* St. Paul Companies, Inc. Scholarship St. Paul Companies, Inc. Teaching Assistants Scholarship James R. Thorpe Foundation Scholarship Trinity Lutheran Congregation 125th Anniversary Scholarship* UPS Foundation Scholarship U.S. Bancorp Foundation Scholarship West Group Scholarship Westwood Lutheran Church Second Mile Mission Scholarship* Women of the ELCA Native Women's Achievement Award* PUBLIC SERVICE SCHOLARSHIPS Margaret E. Andrews Public Service Scholarship Fund Class of 1998 Scholarship* Harold B. and Laura M. Lanes Scholarship* Person Public Service Scholarship Fund Adeline Marie (Rasmussen) Johnson Memorial Scholarship Marina Christensen Justice Memorial Fund* DEPARTMENTAL SCHOLARSHIPS Art Lucy Bodnarczuk Memorial Scholarship Norman D. Holen Art Scholarship August Molder Memorial Art Scholarship* Queen Sonja Art Scholarship Biology Biology Scholarships Eleanor Christensen Edwards Scholarship* Dr. Paul R. and Maxine Fridlund Biology Scholarship* Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Biology Scholarship* Business Administration/Accounting/ Economics Marianne Anderson Entrepreneurial Scholarship* Augsburg Business Alumni Scholarship Fund* Cargill Foundation Scholarship Malcom and Maybelle Estrem Scholarship* Farmers Insurance Group of Companies Scholarship Forss-Herr Scholarship* Gamble-Skogmo Foundation Scholarship* Mildred and Eleanor Krohn Scholarship* Gertrude S. Lund Memorial Scholarship* Clifford A. Peterson Scholarship* David L. Shaver Memorial Scholarship* Clair E. and Gladys I. Strommen Scholarship* Leland and Louise Sundet Scholarship* Joan L. Volz Business Scholarship* Chemistry Courtland Agre Memorial Scholarship* Augsburg College Chemistry Alumni Scholarship* Department of Chemistry Scholarships Carl Fosse Chemistry Scholarship* 38 Financial Information Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Chemistry Scholarship* Minnesota Mining and Manufacturing Company Chemistry Scholarship Conrad Sunde Memorial Chemistry Scholarships* Education James and Shelby Andress Education Scholarship* Dr. Einar 0 . Johnson Scholarship* S. Luther Kleven Family Scholarship* Elva B. Love11 Life Scholarship* David Mathre Scholarship* Debra Boss Montgomery Memorial Scholarship* Barbara Tjomhom and Richard K. Nelson Scholarship* John L. and Joan H. Ohlin Memorial Scholarship* Pederson Samuelson Scholarship* English Dagny Christensen Memorial Scholarship* Murphy Square Literary Award* Anne Pederson English Scholarship* Prof. P A. Sveeggen Memorial Scholarship* Health and Physical Education Jeroy C. and Lorraine M. Carlson Scholarship* Paul Dahlen Memorial Scholarship* Keith Hoffman Memorial Scholarship* Rory Jordan Memorial Scholarship Magnus and Kristofa Kleven Scholarship* Roy and Eleanor Krohn Scholarship* Hoyt Messerer Athletic Scholarship* Robert D. and Carolyn W. Odegard Scholarship* James P Pederson Memorial Scholarship* Stan Person Memorial Scholarship* History Rev. and Mrs. 0 . J. Haukeness History Award H. N. Hendrickson History Scholarship* John R. Jenswold Memorial Scholarship* Dr. Bemhardt J. Kleven Scholarship* Theodore and Lucille Nydahl History Scholarship* Mathematics Floyd \! and Ruth M. Case Scholarship* Beverly Durkee Mathematics Scholarship* Mathematics Scholarship Robert Wick Scholarship* Metro-Urban Studies Joel and Frances Torstenson Scholarship in Urban Affairs* Modern Languages Emil M. Fossan Modem Language Scholarship* Mary E. (Mimi) Johnson Scholarship* Mimi Baez Kingsley Modem Language Scholarship* Theodore and Virginia Menzel Scholarship* Music Albert and Solveig Birkland Scholarship Centennial Singers Scholarship* Peggy Christensen Benson Memorial Scholarship Sam Coltvet Memorial Choral Music Scholarship* Leonard and Anabelle Dahlberg Scholarship Robert Ellingrod Memorial Scholarship* Rev. Clement A. Gisselquist Church Music Scholarship* Marjorie and James R. Gronseth, Jr. Memorial Music Scholarship* Mabeth Saure Gyllstrom Scholarship* Beth Halverson Violin Scholarship* Kay Halverson Scholarship* Lynn Halverson Cello Scholarship* Carol Halverson Heam Violin Scholarship* Hanwick Thanksgiving Scholarship* Financial Information 39 0 . I. Hertsgaard Scholarship* Orville and Gertrude Hognander Scholarship Robert Karlen Scholarship Bernice Kolden Hoversten Memorial Choral Scholarship* Catha Jones Memorial Scholarship* Professor Roberta Stewart Kagin Scholarship* Ruth Krohn Kislingbury Choral Music Scholarship* Susan and Dean Kopperud Scholarship for Excellence in Music* Leonard and Sylvia Kuschel Scholarship* Nicholas Lenz Memorial Scholarship* Kenneth 0 . ~ o w e r - ~ d r d Male k a ~ Chorus Music Scholarship* Susan Halverson Mahler Viola Scholarship* Arthur Carl Mammen Music Scholarship* Lucille H. Messerer Music Scholarship* Music Education Scholarship Grace Carlsen Nelson Scholarship* Edwin W and Edith B. Norberg Scholarship* St. John's Lutheran Church-John Nonis Scholarship* Lois Oberhamer Nye Memorial Scholarship* Henry P Opseth Music Scholarship* Performing Arts Scholarship (Music) Rev. Mark Ronning Memorial Instrumental Music Scholarship* Sampson Music Scholarship* Leland B. Sateren Choral Music Scholarship* Mayo Savold Memorial Scholarship* Marilyn Solberg Voice Scholarship* String Scholarships John and Vera Thut Scholarship* Nordic Area Studies Thomas D. and Gretchen S. Bell Scandinavian Studies Scholarship* Olaf Gaastjon Memorial Scholarship* Walter G. and Ruth I. Johnson Scandinavian Studies Scholarship* Iver and Myrtle Olson Scholarship* Nursing Augsburg Nurses Alumni Association Scholarship* Linnea A. Danielson Scholarship* Fairview Nursing Alumnae Association Scholarship* Philosophy Kenneth C. Bailey Philosophy Scholarship* Dr. Kenneth C. and Mrs. Dorothy A. Bailey Scholarship* Physician Assistant Alne Swensen Scholarship* Dr. Kristofer and Mrs. Berth E. Hagen Memorial Scholarship* Physics Floyd V and Ruth M. Case Scholarship* Theodore J. Hanwick Physics Scholarship* Alfred A. Iversen Scholarship NASA Space Grant Scholarship Leif Sverdrup Physics Scholarship* Political Science Martin and Sylvia Sabo Scholarship* Myles Stenshoel Scholarship* Psychology Jacob and Ella Hoversten Scholarship* Rev. and Mrs. George Pauluk Scholarship Religion Scholarships Augsburg College Associates Scholarship* Norman and Louise Bockbrader Scholarship* Andrew and Constance Burgess Scholarship* Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship* Rev. Donald C. Carlson Memorial Scholarship Fund Henning and Sellstine Dahlberg Memorial Scholarship* Ernest S. Egertson Family Scholarship* Joel and Mary Ann Elftmann Scholarship* Luthard 0 . Gjerde Scholarship* Financial Information Rev. Dr. Harald D. and Jonette T. Grindal Scholarship* Elias F! Harbo Memorial Scholarship* Arnold and Neola Hardel Memorial Scholarship* Iver and Marie Iverson Scholarship* Pastor George J. Kundson Memorial Scholarship* Rev. Arnold J. Melom Memorial Scholarship* Gerda Mortensen Memorial Scholarship* Onesimus Scholarship* Johan H. 0 . Rodvik Memorial Scholarship* Ronholm Scholarship* Rev. Lawrence and Gertrude Sateren Scholarship* Paul G., Jr., and Evelyn Sonnack Scholarship* Moms G. C. and Hanna Vaagenes Missionary Scholarship Fund* Johan L. Weltzin Memorial Scholarship* Social Work Phyllis M. Baker Memorial Scholarship* Blanca-Rosa Egas Memorial Scholarship* Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship* Steen Family Scholarship Fund for Minority Social Work Students* Bodo F: Suemnig Memorial Scholarship* Edwin Yattaw Memorial Scholarship* Sociology Adolph Paulson Memorial Prize* Speech/Communication/ Theatre Arts Ailene Cole Theatre Arts Scholarship* Performing Arts Scholarship (Drama) Esther J. Olson Memorial Theatre ArtsReligion Scholarship* E xperiences in the classroom are an important part of college life, but learning and develo~ment"'0 occur in formal and informal activities of the Colleg'e and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor, associate college pastor, and campus ministry staffhave officesin the F ~~ ~~ b ~~ ~, i Center ~ kl , ~ for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. Augsburg College created a program entitled Exploring Our Gifts through the generous support of the Lilly Endowment. in Spring 2002, the Exploring Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and work. The program assists students in this journey by intentionally introducing vocational themes into the curriculum, co-curricular activities, service-learning experiences, and mentoring relationships at the College. Exploring Our Gifts also provides resources to encourage students to explore Christian ministry Contact the director of Exploring Our Gifts for further information about the program. Through Student Government, students secure a closer relationship with and better understanding of the administration and faculty and provide input into the decision-making process at Augsburg. Student Government also sponsors and directs student organizations, protects student rights, and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Student Government is organized into several committees. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact the president or vice president of the student body in their offices in the lower level of the Christensen Center. The Student Activities Program creates opportunities for students to enhance their leadership skills through active involvement in developing events, activities, and organizations that serve the student community. Hundreds of major programming efforts and targeted activities for specific student interests are generated through these efforts and make Augsburg a dynamic and enjoyable interactive environment. Throughout the year, a variety of social and cultural activities takes place on campus as well as in the Twin Cities. These activities include dances, films, theme events, speakers, and visiting personalities in various fields. The Christensen Center is the focus of leisure-time activity on campus. Cooper's Attic (student lounge) is a popular hangout located in the lower level. Many of the clubs that unite classroom and non-classroom related interests meet here. Student offices in this area include the College newspaper, the Echo; the yearbook, The Augsburgian; Student Government; the community senrice organization, the LINK; and the Augsburg Student Activities Council (ASAC). -- Student Life 43 FINE ARTS Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. INTERCOLLEGIATE ATHLETICS Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division 111. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, track and field, and golf. Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. 4 4 Student Life 7 SPORTS AND RECREATION At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus offers on a spaceavailable basis a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Center on page 49.) Augsburg's mission focuses on student learning in the broadest sense. As an indication of the emphasis placed on student learning, the student and academic affairs offices work to bring together the student learning found in the classroom with the activities of experiential education and work, residence life, and the learning resources of the library and information technology. The following sections elaborate on facets of student life. The formal academic programs and requirements are described on page 56. ACADEMIC SKILLS CENTER The Academic Skills Center, located in Room 18 of Foss Center, is designed to offer students study-skills assistance so that they may achieve academic success. The center assists students in improving their skills in such areas as time management, notetaking, textbook reading and comprehension, test-taking, and concentration and memory improvement. Diagnostic testing is also available to assess skills in reading, vocabulary, spelling, study strategies, and learning styles. The staff will assist students in developing effective and efficient study skills. The Karen M. Housh Tutor Center, located in Foss Center, Room 18, arranges for students to meet with tutors for con- tent tutoring in most freshman- and sophomore-level courses. The center also notifies students of tutoring labs available and coordinates supplementary instruction sessions, in which tutors attend the classes and lead discussions after class on major concepts of the course. The John Evans Learning Laboratory, located in Foss Center, Room 18, offers students the opportunity to improve skills in reading, writing, and mathematics through the use of computer software. Tutors are available to demonstrate the uses of the software, and students are able to monitor their progress. SERVICES FOR STUDENTS WITH DISABILITIES Center for Learning and Adaptive Student Services (CLASS)-The Center for Learning and Adaptive Student Services (CLASS) provides individualized accommodations and academic support for students with documented cognitive, psychological, and neurological disabilities. CLASS has been recognized as a leader in its field, helping these students gain full access to the college cuniculum. Its mission is a reflection of Augsburg's commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Students who qualify for assistance from CLASS work directly with one of our disability specialists to develop an appropriate educational plan. These plans may include: Accommodations for testing and classroom (e.g., extended time, notetaking) Referrals to other campus resources (e.g., tutoring, general technology assistance, academic advising, counseling, financial aid) - Student Life 45 Use of assistive technology through the Groves Computer Laboratory Individual meetings (weekly or occasional) with a specialist for assistance with academic, organizational, and time management skills CLASS specialists may also consult with instructors, academic advisers, and other members of the college faculty, staff, or administration to ensure that students have every opportunity for success. Taking advantage of those opportunities, however, remains the student's responsibility. These services are available to any Augsburg student who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the Guidelines for Documentation of a Disability can be obtained by contacting the CLASS Office. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. These services are made possible in part through endowment support provided by the Gage Learning Disabilities Program Endowment and the Groves Foundation. Access Center-The Access Center provides support and specialized services to students with documented physical disabilities. The goal of the Access Center is to assist students in reaching their individual potential, to promote their independence, and to ensure their access to the educational experience at Augsburg College. Areas of assistance include but are not limited to: *Individual meetings with the physical disabilities specialist on a regularly scheduled basis -Assistance with organization and time management issues -Academic advising and registration -Housing assistance -Advocacy with faculty and staff -Assistance with community support services and other non-academic issues The Access Center also provides academic accommodations for students. These include providing note takers, taped texts, typing of papers, sign language interpreters, and adaptive physical education courses. Adaptive technologies available through the center include Braille translating software, a Braille printer, CCTY TTY, Jaws, and speech recognition software. Through a system of skyways and tunnels, the majority of the Augsburg campus is accessible to those with mobility impairments ensuring access regardless of the weather. There are a variety of modified and fully .accessible rooms available in the residence halls. TRIO PROGRAM TRIO programs are federal grant programs funded by the U.S. Department of Education, which seek to help students overcome class, social, academic and cultural barriers to higher education. TRIO programs are designed to help students prepare for college, adjust to college life, and attain good academic standing. They also help students improve their likelihood of transfer and graduation from a four-year degree program in addition to preparation for graduate school. TRIO/Student Support ServicesStudent Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely manner. The program serves students who are lowincome, first-generation college students (neither parent has a four-year degree) and students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a baccalaureate - - 46 Student Life degree. Participants in TRIOISSS must also be U.S. citizens, permanent residents or refugees, must demonstrate academic need for program services, and be committed to succeed in college. Augsburg TRIOIStudent Support Services serves 120 students from the point of admission through graduation, including transfer students, Day program and Weekend College Students. TRIOISSS typically admits 25 new students to the program each year. Major components of the Augsburg College TRIO/SSS program include: *Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skill-building *Academic program planning, including pre-registration for each term, major and career decision-making, and extended four-year planning *Financial aid counseling and education *Academic progress monitoring, weekly progress meetings for students on academic probation *Academic success workshops, group academic skill development *Student leadership development and opportunities for conference travel *Social and cultural activities and student-led events *Summer Bridge program including free summer-term college coursework, academic seminars, adjustment-to-college workshops, and advising for a small group of incoming first-year students *Need-based scholarships for first- and second-year students actively participating in TRIOISSS *Program-sponsored tutoring, academic learning communities and supplemental instruction in select academic subjects Students may apply for TRIOISSS any- time after admission to Augsburg College, however preference is given to students who apply within their first term of enrollment. For more information, an application, or to make an appointment with a TRIOISSS Advisor, please contact TRIOISSS program staff at 612-330-1311. STEPUP PROGRAM The StepUP Program is an Augsburg College program for men and women in recovery from addiction to alcohol and other drugs who are pursuing their college education. The StepUP Program concurrently supports Augsburg students in their academic studies and their recovery. The StepUP Program offers separate chemical-free housing accommodations, advocacy with faculty and staff, weekly individual support meetings with the director or assistant director, referrals to campus services, and extracurricular team building and community activities. Requirements for admittance into the StepUP Program include an agreement to live in StepUP housing, a minimum of six months continuous sobriety, and a commitment to a 12-step abstinence-based recovery program. StepUP promotes the vision of belonging and being at peace with oneself, while respecting the hard work of personal growth. We encourage students to create friendships and form bonds, some of which will carry throughout a lifetime. StepUP celebrates recovery in community as a normal part of personal growth. Students are challenged to take responsibility for themselves and their decisions while maintaining a healthy respect for the disease of chemical dependency. StepUP students join together for mutual support and to help one another access additional opportunities outside of StepUF! - Student Life 47 HISPANICILATINO STUDENT SERVICES AMERICAN INDIAN STUDENT SERVICES The American Indian Student Services Program was established in 1978 to recruit and retain Indian students. Its mission is to provide a cultural context for American Indian students that encourages and promotes personal and academic growth and teaches students to successfully navigate Augsburg's policies, procedures and expectations. The program Assists with application process Helps students secure financial aid Nurtures students' identification as an American Indian Provides opportunities for students to leam about their heritage Provides opportunities for the campus community to leam about American Indian culture Provides academic advising and assists in the development of individual education plans Minnesota Indian Teacher Training Partnership: MNITTP is a cooperative effort between Augsburg College and the Minneapolis and St. Paul public school districts, intended to increase the number of American Indian teachers in these districts. Funded by the Minnesota State Legislature in 1990, this project is designed as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness. For each year the student teaches, one fifth of the loan will be forgiven. The Hispanic/Latino Student Senices Program offers students individualized attention in many areas, including academic support, counseling, and advocacy. Students find assistance in admissions and financial aid procedures, scholarships, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The program advises the Latino Student Association and supports academic, social, and cultural events, as well as other activities that improve the academic and personal development of Hispanid Latino students and provide awareness of the unique aspects of Hispanic culture. PAN-ASIAN STUDENT SERVICES The Pan-Asian Student Services Program was created in 1992 to recruit and retain Asian-American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admissions and financial aid application procedures, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. 48 Student Life PAN-AFRIKAN STUDENT SERVICES The Pan-Afrikan Center (PAC) traces its roots to an event held in 1968 called "One Day in May" when Augsburg hosted a series of interactive programs with the community. As a result, Black Student Affairs was born. It has evolved, over the years, into the PAC. PAC serves the Augsburg College community by providing culturally conscious personal, academic, financial, pre-professional and transitional support for students of Afrikan descent. This service enhances the recruitment, retention, and graduation of Pan-Afrikan students and enables their learning experience to be interactive. PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming and advises the Pan-Afrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of Afrikan descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social and cultural activities. The offices of PAC and PASU are located in Murphy Place 208 and 209. CENTER FOR COUNSELING AND HEALTH PROMOTION Counseling Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of licensed psychologists. Services include individual counseling, group counseling, psychological testing, assessment and referral, workshops, and consultation and outreach. Students may discuss personal issues such as stress, depression, roommate problems, intimacy and sexuality, drug use, motivation, transitions, family issues, selfimage, difficult decisions, eating concerns, grief and loss or other issues with the psychologist. Professional counseling can make a substantial contribution to the educational experiences of the student by providing the opportunity for increased selfunderstanding and personal growth. Health Promotion Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. HEALTH INSURANCE Augsburg College does not require that students have health insurance, with the exception of international students and students who participate in intercollegiate athletics. If a student is not covered by a health insurance plan, they may purchase a student policy by contacting the Center for Counseling and Health Promotion for more information. HEALTH CLINIC SERVICES The College offers basic health care services to students through a contract with UFP-Smiley's Clinic. These services are limited. For students without health insurance, Smiley's Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of I Student Life 49 7 any kind are not covered through the contract between Augsburg and Smiley's Clinic. Students with health insurance can also access Smiley's Clinic for a variety of clinic or other health services. A student's health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. # For more information regarding counseling, health promotion, health insurance or health clinic services, call 612-330-1707 or visit <www.augsburg.edu/cchp>. AUGSBURG COLLEGE SUPPORTS HEALTHY LEARNERS IN A HEALTHY LEARNING ENVIRONMENT! FITNESS CENTER Located on the lower level of Melby Hall, the Hoyt Messerer Fitness Center was built in 1993 and equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. It includes a weight room with universal and free weight systems. All staff, students, and faculty may use the center; some hours are reserved for classes. ISlrs mission is to serve the educational and personal development needs of the international student body in a way that embraces our common humanity and cultural diversity. The director of International Student Advising is responsible for: *Fulfilling duties of Principal Designated School Official (PDSO) for F-1 student visa program and Responsible Officer (RO) for J-1 student/scholar exchange program *General advocacy for international students *Advising the International Student Organization *Facilitating intercultural skill building sessions for students, faculty and staff *Celebrating diversity of cultures by increasing awareness of internationavintercultural issues New international students participate in an orientation program that provides practical information on housing, health insurance, taxes, banking, local transportation, and applying for a social security card. Students use intercultural communication theory to explore their adjustment to a new culture and education system. The International Student Organization (ISO) provides a forum for the interests and concerns of international students and fosters productive interaction between them, the college administration, and U.S. students. This mission is accomplished through yearly programming of events such as International Week, sponsorship of forums on international issues, and outings to sites of interest in the community. Information on how to get involved is available through ISA. (Also see Study Opportunities Abroad on page 63 and Student Teaching Abroad on page 66.) 50 Student Life Students who choose to make Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 900 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to complete their degrees. Residence life staff are on hand to help students become acquainted with life at Augsburg through social and educational events. They are also ready to assist students who need help or friendship. Living on campus offers many opportunities for learning, fun, and leadership. Research indicates that students living in residence halls also earn higher grades and gain greater satisfaction during their college career. Numerous events are planned to welcome students to the community including dances, movie nights, coffee house concerts, and weeks devoted to special themes or issues. Resident students have access to a 24hour computer lounge and study, 24-hour security, laundry facilities, and vending machines. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers, and Internet access. A skyway connecting the lobby of Urness and Mortensen Hall to Christensen Center keeps students out of the weather on the way to class. In order to secure housing, students are urged to make their enrollment deposit by May 1, as well as submit a housing deposit and contract to reserve a space. For those making enrollment deposits after May 1, housing is determined on a space available basis. During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Urness Hall-All new students and some upper-class students live in Urness Hall. This nine-story high-rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Linens are not provided. Some single rooms may be available. Mortensen Hall-This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Anderson Hall-Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds, dressers, desks, and chairs. New Hall-Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. This building is designed to provide an environment for juniors and seniors who are seeking a primarily independent lifestyle. - Student Life 51 Special Interest Housing-Special Interest Housing is available to students who are interested in creating a living~learningenvironment by designing their own house system. All house members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs include Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, Hawthorne House, PreProfessional Health Association, CrossCultural House, and Step-up The College operates in compliance with the Family Educational Rights and Privacy Act. Students have the right to inspect certain official records, files, and data that pertain to them and that are maintained in the registrar's office and the placement office, and to challenge inaccurate or misleading information. Information on these policies is found in the Student Guide available from the Office of Academic and Student Affairs. OFFICIAL NOTICES FOOD SERVICE Commons-Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle and Murphy Square. Students on board plan who live in residence halls eat their meals in the Commons. Murphy's-Located on the ground floor of the Christensen Center, Murphy's features grill items, pizza, soups, sandwiches, salads, desserts, and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS The College has adopted a statement of standards for student behavior and has provided for due process in matters of academic honesty, disciplinary action, and grievances. These are in the Student Guide. Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication, and the student's Augsburg e-mail account. Students should check their campus mailbox and their student e-mail account regularly. Students should also routinely review the A-Mail, published on-line, and available in hard copy at locations throughout campus. FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg's policy is published in this catalog on page 87 and in the Student Guide distributed annually to students. Augsburg College understands that no information other than "directory information" can be released without the written permission of the student, except in limited circumstances. Students must give permission in writing for educational information to be released to anyone outside of the 52 Student Life official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-"directory information." It is not sufficient to ask for letters of recommendation. Complete information about Augsburg's procedures with regard to FERPA are available from the Office of the Registrar. DISCRIMINATION COMPLAINTS For inquiries or grievances in any of the following areas, contact the director of human resources, Ground Floor, Memorial Hall 19, 612-330-1023. Affirmative Action (for matters based on race, creed, national, or ethnic origin). Section 504 (for matters based on physical or mental handicap) Title IX (for matters based on gender or marital status) Employment All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. General Information - 54 Degrees Offered - 54 Academic Calendar - 54 - I r 7 ~ibra6 and Information Technology Services - 55 Academic Advising - 56 T Academic Organization and Programs - 56 Divisions and Departments - 56 Majors and Minors - 56 Teaching Licensure - 60 Pre-Professional Programs - 60 Honors Program - 61 Inter-Institutional Programs - 62 Study Abroad - 63 Center for Service, Work, and Learning - 66 Graduate Programs - 68 Other Programs - 70 I Academic Policies and Procedures - 70 Registration - 70, 73 Crossover Registration - 72 Withdrawal from College - 73 Student Standing/ Petition Process - 74 Re-Admission - 74 . - Graduation Requirements - 75 Graduation Requirements- 75 Liberal Arts Foundation - 77 Skills Requirements - 78 Quick Check Summary of Graduation Requirements- 82 -- Evaluation and Grading - 80 Explanation of Grades - 80 Assessment of Previous Learning Program - 85 Academic Progress, Probation and Dismissal - 87 Dean's List - 87 Latin Honors - 88 Commencement - 88 Four-Year Assurance Program - 89 m $ L ' C B h h - FERPA - 89 A ugsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually, and physically To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, fine arts, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. Required Search for Meaning courses are designed to acquaint students with the Christian tradition, introduce them to other faith traditions, and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop skills for participation in exercise and sporting activities. Students choose from over 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. H DECREES OFFERED Augsburg offers the bachelor of arts, the bachelor of music, and the bachelor of science degrees. Augsburg also offers the master of arts (in leadership, nursing, and education), the master of business administration, the master of science (in physician assistant studies), and the master of social work degrees. H ACADEMIC CALENDAR The Augsburg day program follows the semester calendar, with fall and spring semesters of approximately 14 weeks. Fulltime students normally take four course credits each semester. The day program calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take a course on another campus during the regular term. (See Registration on page 70 and Calendars on pages 4-7.) Weekend College classes meet on alternate weekends and the program follows a trimester calendar. Some classes may meet on weekday evenings. The fall trimester is held from early September through midDecember. Winter trimester meets from January through early April. Spring classes are held from mid-April through the end of June. There are 7-8 class sessions each trimester, and classes meet on weekends for three and one-half to four hours. (Refer to the program schedule for weekday evening meeting times.) Students may take from one to four classes each term. Courses and majors offered through Weekend College are the same as their day program counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Augsburg offers two summer school sessions. A maximum of four course credits (two per term) can be earned in the two five-week-long summer sessions. The Summer Session Catalog is published in the winter of each year. Augsburg graduate programs follow a trimester calendar, except for Physician Assistant Studies. (See Graduate Programs on page 68.) -- Academic Information 55 FACULTY The heart of any educational institution is its faculty. Augsburg College is particu- larly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every freshman is assigned an Augsburg Seminar adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. LIBRARY AND INFORMATION TECHNOLOGY SERVICES The James G. Lindell Family Library opened in 1997. The four-level, 73,000square-foot facility houses all library and information technology functions of the College. In addition to the 180,000 volume main collection, the Lindell Library includes the Gage Family Art Gallery, special collections and archives, curriculum library, a computer lab and student computing help desk, library instruction classroom, and facilities for media viewing and listening. A skyway links the building to Sverdrup Hall (the former library), which has undergone renovation to house the Enrollment Center, as well as additional computer labs and multimedia classrooms, a lounge, and vending area. Library Resources A service-oriented staff provides students and faculty alike with assistance to meet diverse information needs including instruction in the use of the library, reference service, and guidance in pursuing research. Arrangements are made for access by students with physical limitation and special needs. Students can search a wide variety of local, regional, national, and international databases. Electronic access to the world of scholarship is also available through the Internet, and a computerized on-line catalog and daily courier service provide access to the library holdings of the seven private liberal arts colleges in the Twin Cities. Appropriately equipped laptop computers can be connected to any of several hundred data ports throughout the building to access these resources. lnformation Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. Visit Augsburg's Web site <www.augsburg.edu> for more on IT at Augsburg. Computing Students have access to over 180 oncampus personal computer systems. There are desktop machines in two computer labs and five computer classrooms, as well as 80 laptops that can be checked out at the IT Service Center for use in the library. Other machines are available for student use within academic departments. A campus-wide network provides access to AugNet online services as well as support for printing and internet access. Appropriately equipped student-owned machines can also be connected to the network to provide access from dormitory rooms. 56 Academic Information 7 Media Resources Lindell Library provides a large collection of sound recordings, video tapes and films, as well as equipment for instructional use. Audio and video tape duplication within the limits set by copyright law is available. The library supplies TV sets, VCRs, video cameras, video editing, tape recorders, microphones, slide-, overhead-, filmstrip-, and movie projectors as well as screens and carts. Facilities for classes in broadcasting are located near the communications department in Foss Center. ed 12 or more credits, students are required to declare their major and select a faculty adviser by filling out a Major Declaration Form and returning it to the Enrollment Center. All day students are required to meet with their academic adviser prior to registration. All students are encouraged to meet with their faculty adviser as often as is necessary. DIVISIONS AND DEPARTMENTS Telecommunications A campus-wide telecommunications system enables easy and convenient voice communication between students, faculty, and staff. Students can leave voice mail messages with any member of the faculty, administration or the staff; voice mail or call waiting are available to resident students at a modest cost. Long-distance service, billed to individual students, can be arranged for any on-campus residence phone. ACADEMIC ADVISING Academic Advising orients new day and Weekend College undergraduate students to the academic policies and procedures of the college and assists students on initial course selection. This office also provides interpretation of core curriculum requirements, administers entry-level skill assessments, interprets graduation requirements, provides degree-planning materials, and answers questions on student academic progress. Academic Advising functions as a supplement to the faculty advising system at Augsburg College. All current students are assigned to a faculty adviser. Prior to the end of their sophomore year, when they have complet- The College curriculum is offered by 24 departments that are grouped into three divisions for administrative and instructional purposes. Fine Arts a n d Humanities-Art, communication studies, English, history, modem languages, music, philosophy, religion, theatre arts, College librarians. Professional Studies-Business administration, education, health and physical education, nursing, physician assistant studies, social work. Natural a n d Social SciencesBiology, chemistry, computer science, economics, mathematics, physics, political science, psychology, sociology. MAJORS AND MINORS Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Some students decide on a major or majors before they enter college. Others explore a variety of disciplines before deciding. The college requires students to declare a major by the end of the sophomore year, and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indi- - - Academic Information 57 cated, majors are part of the bachelor of arts degree. 2. Develop a student-designed major program proposal that includes: Student-Designed Major a. A statement of learning goals and objectives. Students may design their own major with the assistance and approval of three advisers from relevant fields and subsequent final approval by the Augsburg College Academic Affairs Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisers, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student's proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the term before the student achieves senior status. Students wishing to design majors must: 1. Develop the student-designed major in concert with three faculty advisers from relevant fields, who together constitute the Review Team. All advisers must sign the proposal cover sheet and submit supportmg letters of approval to AAC. Supporting letters should assess BOTH the student's ~bilityto complete the proposed major and :he validity and value of the proposed najor, including (in at least one of the let:en) the proposed capstone course. The tdvisers' signatures and supporting letters .epresent their approval of the program, ncluding the capstone course, and their :ommitment to oversee the student's xogress. b. A list of proposed courses (minimum of nine, no more than one of which is a lower-level language course and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with a college major Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Center for Service, Work, and Learning for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled. c. A description of the student-designed major capstone to be taken sometime during the senior year. The student should devise the capstone in consultation with advisers. It should require an integrative project/paper that draws together the course work up to that point andlor prepares one for further study In addition, at least one of the advisers must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the student-designed major program by all advisers presumes their approval of the capstone course. 3. Submit the completed proposal and supporting documentation to the AAC Chair. The student will be informed of the date that AAC will hear the proposal. The student and advisers, one of whom must attend, will be invited to a meeting if AAC has questions. 58 Academic Information If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the college catalog. Students who design their own majors will meet with their advisers regularly throughout the design and subsequent evaluation of their program. Changes in the approved student-designed major may be made through the normal petition process to the Student Standing Committee with adviser approval. Listings that are shadedire offered through both the day progran1 and Weekend College. Weekend (Iollege students may choose a major offered in the day program if t hey wish. They ma)7 take as many courst:S as possible throu)~h Weekend College, tlhen finish the majo~ r as --* -L-- -- -4a day program studr11~. r i L I I ~ I I ~U C I plogram is allowed once each academic year. A --a General Communication Studies Mass Communication Organizational Communication Rhetoric Human Relations " "--'--'kg Communications :elations and Advertising ;ory Management C U ~ L ~ ~Science U L C (B.A. ~ or B.S.) Computational Economics (B.A.) Computational Philosophy (B.A.) East Asian Studies Economics Applied Economics ~omputational~conomics Economics Economics/Business Administration Economics/Political Science (Teacher Licensure Major) Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (B.A. or B:S.licensure) Special Education: EmotionaYBehavioral Disabilities (WEConly) . -. Secondary (non-major, licensure only) Engineering 2 English Film Finance Health Education (B.A. or B.S.) History International Relations International Business ~ a n a ~ e m e1nformation~Systems nt Marketing Mathematics (B.A. or B.S.) Metro-Urban Studies Modem Languages French German Norwegian Spanish - Accounting General Accounting Managerial Accounting Public Accounting American Indian Studies Art Art History Studio Art Biology (B.A. or B.S.) Life Sciences (B.A.) Business-~dministration Economics/Business Administration --International~usiness Management Music Business Chemistry (B.A. or B.S.) Clinical Lab Science (B.S.) - ~ c k i m u n l ~ a t i oStudies n Communication Arts/LiteratFe (Teacher Licensure Major) -1.- 7 ' usic Music (B.A.) Music Business Concentration (B.A.) Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) ordic Area Studies ursing (B.5.-Weekend College only) hilosophy Computational Philosophy hysical Education (B.A. or B.S.) hysics (B.A. or B.S.) Solid State Physics (B.S.) Space Physics (B.S.) olitical Science Political Science/Economics (Teacher Licensure Major) sychology Social Psychology eligion YOU t h ' K d x m i l y K4iZisRussian, Central and East European Area Studies 1 ~ c ~ W ~ r k ~ ~ ~ ) oclology Community Studies Crime and Community Cultural Anthropology Social Psychology Gtudent-Designed heatre Arts Dance and Theatre (Teacher Licensure Major) Women's Studies1 ccounting merican Indian Studies Lrt Architecture Art History Studio Art liology iusiness Administration :hemistry :ommunication - Academic lnformation 59 Computer Science East Asian Studies Economics English Film Health Education History International Business International Relations Leadership Studies Management Information Systems Mathema tics Metro-Urban Studies Middle East Studies Modem Languages 1 French German Norwegian Spanish Music Music Business Nordic Area Studies Peace and Global Studies Philosophy Physical Education Physics Political Science Psychology Religion Youth andPFamily~ k i s t r y Sociology Social Welfare Russian, Central, and East European Area Studies Special Education Theatre Arts Theatre Arts Theatre History and Criticism Dramaturgy women's Studies 1 Cooperative program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginning/intermediate/advanced - - 60 Academic Information courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC office. 2Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technologcal University. ACTC Majors-It is possible for day students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major offered at one of the other ACTC colleges must apply through the Augsburg registrar's office. Some majors may have a competitive application process with acceptance determined by the major department. Weekend College is not part of the ACTC consortium, and Weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. OTHER STUDY PROGRAMS Teaching Licensure Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten-elementary/middleschool education with subject area specialties in one of the following: mathematics, science, communication artsAiterature, social studies. This is a K-8 license for teaching at the elementary level and at the middle school level in the specialty area. Students seeking this license obtain an elementary education major with a subject area specialty. Licensure is also available in the following middle schoolhigh school fields: biology, chemistry, communication artslliterature, health, mathematics, physics, and social studies. This license prepares people to teach in grades 5-12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Finally, specialist licenses are available in art (K-12), vocal music and instrumental music (K-12), physical education (K-12), and dancdtheatre with a theatre emphasis (K-12). This license prepares people to teach in grades K-12. Students seeking licensure in one of these areas also obtain the appropriate subject area major and complete the secondary licensure coursework. (See Department of Education and subject area departments for more information.) Students seeking elementary licensure have education department advisers. Students seeking 5-12 and K-12 licensure have advisers in their subject area major and in the education department. It is very important that students work ;losely with their advisers throughout their programs. Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact Academic Advising early in their freshman year to arrange for faculty advising prior to their first term at Augsburg. Pre-Dentistry-These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENG, two courses: - - Academic Information 61 BIO 113, 114,215; PHY 121,122; CHM 115, 116 (or 105, 1061,351,352; MAT 124; PSY 105. Requirements at other universities may vary. Pre-Engineering-See engineering degree and major requirements on pages 144-145. Pre-Law-Students considering a career in law should examine the handbook published by the Association of American Law Schools. Students may wish to take law-related courses to help determine their interest in law. Pre-law students should major in a discipline of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable LSAT score. Pre-Medicine-Many medical schools are encouraging a liberal arts education to prepare for study in medicine. While a major in chemistry and biology is not required to apply to medical schools, many jtudents'with an interest in the sciences choose to major in these fields. Coursework that is required by most medical schools includes: two composition zourses, including ENG 111; CHM 115, 116 (or 105,106); CHM 351,352; BIO 113,114,215,369; MAT 145,146; PHY 121, 122. Courses recommended in prepa:ation for MCATs: BIO 355,473,476; CHM 361. Pre-Occupational Therapy, Pre'hysician Assistant, a n d Pre-Physical rherapy-Coursework in preparation for hese programs should be discussed with a aculty member in the Department of 3iology. Pre-Pharmacy-Augsburg has a pro;ram designed to fulfill minimum ,equirements of the College of Pharmacy at the University of Minnesota: BIO 113, 114,215,476; CHM 115, 116 (or 105, 1061,351,352; ECO 113; ENG 111, and a second course; MAT 145, 146; PHY 121, 122; electives from human anatomy (ACTC); and humanities, literature, and the arts to fulfill the semester hour requirements. Requirements at other universities may vary. Pre-Seminary-A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy, and Greek in the junior and/or senior year. Pre-Veterinary Medicine-To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following science courses are required: MAT 114 or 145, CHM 105/106 or 115/116, CHM 351/352, BIO 113, BIO 114, BIO 215, BIO 355, BIO 369, BIO 476, PHY 121/122. Other non-science courses are also required. HONORS PROGRAM The Honors Program is rooted in the Augsburg Core Curriculum. As such it is shaped by the themes of Vocatio (Vocation), Caritas (service and leadership); and citizenshipin a diverse world, both locally and globally. The Honors Program recasts this distinctive mix by underscoring the public uses of knowledge, by recognizing that intelligence expresses itself in many ways, and by embracing an intentional interdisciplinarity in its curriculum. While celebrating the signature elements of the Augsburg Core Curriculum, the Honors Program transpos- - - 62 Academic Information es them to a new key, even a kind of academic jazz, in which committed students are encouraged to traverse new domains and improvise novel themes appropriate to new circumstances. The Honors Program is a community of people who are committed to achieving an exceptional education by exploring the many dimensions of fundamental ideas. Fundamental ideas such as "all people are created equal" and "all knowledge begins with experience" shape our construction of the valuable, our deliberations regarding the ethical, and even our identification of the factual. Honors education believes that when we engage freely in Socratic dialogue about knowledge and wisdom, we find our noblest calling as people. The Honors Program strives to provide an enriched environment in which the pivotal questions of human experience can be explored and the skills to navigate a complex world can be mastered. Honors students learn the value of interpersonal networking and team-generated solutions to new ~roblemsthat emerge in dynamic, worldwide markets and evolving political realities. In fact, graduation from the program is advantageous for graduate school admission or career placement. Contact the director for information about the Honors Program curriculum. INTER-INSTITUTIONAL PROGRAMS Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Library and Media CenterThrough CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 1,300,000volumes. Associated Colleges of t h e Twin Cities (ACTC)-Full-time day students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect to take one course each semester at one of the other campuses. This program is open to sophomores through seniors. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students between the campuses. Weekend College students may not participate in the ACTC consortium program. Higher Education Consortium for Urban Affairs (H ECUA)-Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Scandinavia, South and Central America, and the Twin Cities. (See HECUA programs on page 65.) Air Force ROTC-Augsburg day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two- and three-year AFROTC scholarships. For more information, contact the registrar's office. Army ROTC-Augsburg day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Office of the Registrar. Naval ROTC-Augsburg students may participate in the Naval ROTC program at he University of Minnesota under an greement between Augsburg, the University of Minnesota, and the program. For more information, contact the Office of he Registrar. Note: A maximum of one full Augsburg course credit of military science studies may apply toward the total credits required or graduation. Additional military science credits beyond the one credit allowed will be classified as non-degree credits. 4 OPPORTUNITIES FOR STUDY ABROAD An increasing number of Augsburg students are talung advantage of the opportunity to gain academic credit for an overseas experience. Through study abroad students may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Namibia, examme prospects for peace in Northern Ireland, study geology and ecology in Vonvay, have a paid corporate internship n Germany, or thrill to the sounds of The Magic Flute at the Viennese state opera louse. Study abroad provides opportuniies to develop critical thinking skills, itrengthen language competencies, further :areer paths, experience different cultures, tnd gain knowledge about the increasingly nterdependent world. Icademic Requirements and Credit Study abroad is an integral part of sev:ral majors at Augsburg and will add an ntemational dimension to any academic Irogram. Courses abroad can fulfill major, iugsburg core cuniculum, and graduation equirements when approved by academic ~dvisersand department chairs before leparture. Any approved study abroad pro- Academic lnformation 63 gram will also fulfill the Augsburg Experience. Students receive advice on selecting programs that best fit their academic, career, and personal objectives. Assistance is provided with application, course registration, financing, and travel arrangements. Orientation and re-entry programs assist students in integrating the experience abroad into their coursework and personal lives. Eligibility and Application All students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off campus. Although foreign language skills are an asset, they are not required for all study abroad programs. Since it takes some time to prepare for studying abroad, students should start planning during their freshman and sophomore years. The application deadline for spring term, non-Augsburg study abroad programs is September 30 and for summer session, fall term, and year long, nonAugsburg study abroad programs the application deadline is March 1.The application deadlines for Augsburg programs are listed below for each program. Please contact the study abroad advisor in the Office of International Programs for deadlines on summer and short-term study abroad courses. Costs a n d Financial Aid The cost of many programs is equivalent to full tuition, room, and board for a semester on campus. Financial aid is granted on the same basis as on-campus study. Cost estimates are drawn up to assist the financial aid office in awarding aid to students studying overseas. - - 64 Academic Information The Center for Global Education The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center's study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and several weeks living with host families. In the Mexico and Namibia programs, students travel together on two-week seminars-from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. (Some travel scholarships are available for Augsburg students.) Crossing Borders: Gender and Social Change in Mesoamerica (Mexico) Fall Learn about the central issues facing Mesoamerica, with emphasis on the experience and empowerment of women. Students will engage in gender analysis of key social, economic, political and cultural issues in Mexico and El Salvador; explore the interconnectedness of race, class, and gender; learn first hand from both women and men who are involved in struggles for sustainable development and social change. The program offers credit in religion, political science, women's studies, and Spanish. Internships and independent studies are also available. The program begins with a one-week seminarlorientation in the U.S-Mexico border region and ends with a two-week seminar in El Salvador. Students stay in guest houses while traveling, spend approximately six weeks in Augsburg housing, and 4-6 weeks living with Mexican host families. Prerequisite: one college-level Spanish course or its equivalent. Application deadline: April 1. Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia) -Fall or Spring This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies of southem Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today's world: rapid globalization and under and unequal development. Decolonizing the mind is a long-term project. Credit is available in history, religion, political science, and interdisciplinary studies. Application deadlines are April 1 for the fall semester, and October 15 for the spring semester. Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua) -Fall or Spring This is an intensive semester of study and travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Guatemala, El Salvador, and Nicaragua, as well as study approaches towards social and economic development. Course credit may be earned in Spanish, religion, history, women's studies, and economics. Students spend the first five weeks in Guatemala, Academic Information 65 the next four weeks in El Salvador, and the final six weeks in Nicaragua. Prerequisites: one college-level Spanish course or its equivalent is required, and coursework in macro Lnd microeconomics is strongly recommended. Application deadlines: April 1 for fall semester, Oct. 15 for spring semester. Social and Environmental Justice: Latin American Perspectives (Mexico) -Spring This is an intensive program of study and travel that explores socioeconomic and political issues with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Students will examine the ethics of land distribution, environmental racism, ecofeminism, social change, and the complexity of gender; class, race, and ethnicity in Latin America. Credit is available in Spanish, history, political science, religion, and women's studies. Internships and independent studies are also available. The program includes a twoweek seminar in Chiapas and Guatemala. Students stay in guest houses while traveling, spend approximately six weeks in Augsburg housing, and six weeks living with Mexican host families. Application deadline is October 15. Social Work in a Latin American Context (Mexico)-Spring This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field placement is also available for qualified students. Students live with Mexican host families for six weeks. Application deadline: September 15. International Partners International Partners offers a broad range of learning opportunities in Norway and Germany. Students can choose from several options: group programs, "tailormade" individual study programs, and practical professional experiences that may include a paid internship. Program length varies from ten days to two semesters. All course work is in English. Some travel scholarships are available. For further information contact the International Partners office. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers programs through HECUA in full semester programs in Norway, Ecuador, Ireland, Guatemala, and the Twin Cities. All programs emphasize the impact of civic engagement, social change and cross-cultural factors on the human community HECUA programs emphasize intense language experience, internships, andlor field study For more information on international HECUA programs, see the listings under International Studies; and for non-international programs, see Metro-Urban Studies under Interdisciplinary Studies. Scandinavian Urban Studies Term: Norway-Fall This interdisciplinary program focuses on contemporary Scandinavian society, culture, and language and the development of cities, urban problem solving, and urban life. Local, regional, and international field 66 Academic Information study and site visits in other countries, including the former Soviet Union, will provide comparative perspectives on welfare states and global politics. Application deadline: April 1. Politics, Development and the City: Guatemala and Ecuador-Fall This interdisciplinary program, with travel to Guatemala and Ecuador, provides an overview of history, culture, economy, and politics of these regions. Students study theories and models of development and explore their usefulness in understanding the regional and global context. Augsburg application deadline: April 1. Northern Ireland: Democracy and Social Change- Spring The "Northern Ireland: Democracy and Social Change" program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Application deadline: Oct. 15. Student Teaching Abroad Community Internships in Latin America: Ecuador-Fall This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community-based organization with study of the community development process and increase language skills. Students study philosophical and ideological perspectives of a variety of community agencies or groups working with or for low-income and other disenfranchised populations in Latin America. Application deadline: Oct. 15. Selected education department students may participate in the International Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMoms. Additionally, International Partners has student teaching options available in Norway. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Department of Education student teacher director. May/Summer Abroad Environment, Economy, and Community in Latin America: Guatemala and Cuba-Spring Through fieldwork and hands-on projects, students explore the impact of global development on local culture and environment and the response of indigenous communities in Guatemala, with travel to Cuba or another Latin American country. ~ u g s b u application r~ deadline: Oct. 15. May and summer courses to many parts of the world enable students to earn credit through short-term travel. Offerings include Summer Session I in Mexico via the Center for Global Education. Contact the study abroad adviser in the Office of International Programs for the most current list of programs. THE CENTER FOR SERVICE, WORK, AND LEARNING The Center for Service, Work, and Learning is a comprehensive resource cen- . - Academic Information 67 ter incorporating an experiential educational focus emphasizing the importance and value for all students to engage in service- and work-based learning experiences and the exploration of personal and professional vocation throughout their college years. The center encourages students to take advantage of Augsburg's metropolitan location through the highly successful service-learning, internship, and career planning programs that link the College's academic programs to community organizations and businesses. Service- and work-based experiential education opportunities are closely related to students' coursework, majors, andlor career interests. Learning opportunities may be in non-profit organizations, churches, schools, government agencies, community-based organizations, small and mid-size companies, and large corporations. The underlying assumption is that a liberal arts education is an effectivepreparation for careers and citizenship. The integration of "knowing and doing" adds breadth and depth to the liberal arts curriculum and assists students in making more informed academic, personal, and career decisions. The Center for Service, Work, and Learning includes the following programs: Community Service-Learning Augsburg's Community ServiceLearning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences and civic engagement. A key component of community service-learning includes reflection, on and analysis of community issues in order to promote personal and educational growth and civic responsibility. Through connecting classroom content with service, Augsburg students learn from and about the organizations where they serve and deepen their understanding of course knowledge. This dynamic and interactive educational approach employs reciprocal learning between the students and the community. Community service-learning examples include tutoring at schools and literacy centers, volunteering at homeless shelters, Habitat for Humanity, and community centers, or working with cultural and environmental groups. The service-learning program also works closely with the student-directed Augsburg LINK, residence hall directors, and campus ministry. Academic Internships An academic internship is a carefully planned, service- or work-based learning experience where a student focuses on specific academic and individual learning objectives. Academic credit is received for the learning derived from the experience. A learning agreement plan, negotiated with a faculty supervisor and work supervisor, outlines the internship objectives, strategies, and evaluation methods. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Internships can be registered for 1 course credit or .5 course credit. Internships are available in all majors and can be taken during a semester (or Weekend College trimester), or summer sessions. Inter-disciplinary internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 80. A maximum of four courses of intemship may count toward the total courses required for the degree. - 68 Academic Information Cooperative Education Cooperative Education is a non-cre&t transcript notation for paid work experiences related to a student's major or career objective. The goal is for students to apply theory to practice in a work setting. Job opportunities typically are part-time during the academic year andlor full-time in the summer and can begin and end anytime. Students must register for the non-credit transcript notation, set learning goals and evaluate their experience. The director of the Center for Service, Work, and Learning supervises co-op transcript notation work experiences. Academic internships and cooperative education may be used to fulfill the Augsburg Experience graduation requirement. Career Services Career Services is committed to providing opportunities and programs to help students discover their unique gifts, talents, skills, and interests, explore career paths, and grapple with questions of vocation and purpose in a changing world. This process is often times viewed as an important part of a student's development while attending college. To aid in this process, career staff provide career related assessments, one-on-one career planning and coaching, and assistance with choosing majors, locating internships, preparing for job searches and graduate school applications, and making connections to community and alumni resources. GRADUATE PROGRAMS Augsburg College offers six graduate degree programs: the Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, Master of Social Work. Catalogs for each degree pro- gram should be consulted for complete information. The Master of Arts in Education offers initial licensure coursework at the graduate level in elementary education, secondary education, and special education: EBD. Students are able to take up to six licensure courses at the graduate level and complete their licensure programs with a combination of graduate and undergraduate coursework. Students can then apply their graduate level licensure courses to complete a master's degree program. Students will complete their master's degrees through a combination of MAL coursework and graduate level education coursework (total of nine courses). Licensed teachers also can pursue special education: E/BD licensure at the graduate level. The program is available through the Weekend College schedule, and the admissions process begins with the Weekend College Admissions office. Two new licenses will be in place by Fall 2004-Reading (K-12) and Special Education LD. The special education LD license is available either as an initial license or as an additional license for licensed teachers. The reading license is offered as an endorsement to an existing license. For further infomation about the programs, contact the Education Department or the Weekend College Admissions office. The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches at situations, issues, and problems relevant to organizational leaders. Augsburg's program recognizes that today's leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program operates on alternate Saturdays. I - Academic Information 69 The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health nursing practice across care settings, with emphasis on addressing health inequities among diverse populations. The program is offered within the context of a Christian liberal arts education. Graduates are eligible to apply for national certification in Advanced Community Health Nursing, or Advanced Nursing Administration through the American Nurses Credentialing Center (ANCC), andfor Transcultural Nursing through the Transcultural Nursing Society (TCNS). Classes meet on an immersion schedule (every other week or once per month) that may include weekday evenings and Saturdays. Web-enhanced pedagogies are used for all classes. The Master of Arts in Nursing Program is accredited by the Commission on Collegiate Nursing Education in accordance with its accreditation standards and procedures. The Master of Business Administration is designed to give students mastery of the tools and principles needed for career advancement and business success. Designed to be completed in 21 months, the program offers a cohort format, encouraging small-group collaboration with a high level of personal attention from faculty. Field-study projects enable students to apply classroom learning to the business environments. The Master of Science in Physician Assistant Studies is designed for students interested in careers as health care providers. The mission of the program is based on a foundation of respect and sensitivity for the cultures and backgrounds of, and is oriented toward providing care to, underserved populations. Students are well educated in current medical theory and practice in primary care medicine. All physician assistants must have a supervising physician to practice. The program is three years long with classes held Monday through Friday during the day The Master of Social Work prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College's mission to nurture future leaders in service to the world. There are two concentrations: family practice or program development, policy, and administration. Students choose one of the two concentrations for their program focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change and a holistic, strengths-based, problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The family practice concentration prepares students to work with families and individuals within families, across the full range of contemporary social work practice settings. The program development, policy, and administration concentration has been developed in response to the growing demand for creative leadership and administration of policies and services that respond to human need. A dual degree (Master of Social Work and Master of Arts in Leadership for Mission) is also available and is offered in collaboration with Luther Seminary. The dual degree is designed to meet the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities. -Academic Information 70 OTHER PROGRAMS Continuing Education Program The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, the Center for Leadership Studies, Education, Nursing, Religion, Social Work, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, Twin Cities Public Television (TPT), and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. Contact the Office of Continuing Studies at 612-330-1406 for information about current and upcoming programs. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Canadian/U.S.relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. College of the Third Age Augsburg College demonstrates its commitment to lifelong learning through its College of the Third Age. For more than 25 years this program has brought classes in the liberal arts and the humanities to mature learners in the Twin Cities metropolitan community. Approximately fifty retired professors are available to teach one class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists over 200 classes available for group study only. (Note: For individual study, call the Admissions Office at Augsburg College at 612-330-1001.) To obtain further information about the program or to request a catalog, call 612330-1139 during Tuesday and Wednesday office hours (10:OO a.m. to 3:00 p.m.). To ask questions or to schedule a program, call Karen A. Lindesmith, program director, at the above number. II REGISTRATION A student must be registered for a course to receive credit for it. Full-time day students normally register for four course credits per semester. Students registered for three or more course credits in a semester are classified as full-time students. Students registered for two course credits are classified as halftime students. To register for more than 4.5 course credits, students must contact the Enrollment Center to petition the Committee on Student Standing unless the following apply: cumulative GPA of 3.0 to 3.49 may take a total of 5.0 course credits; cumulative GPA of 3.5 or greater may take a total of 5.5 course credits without peti- -- Academic Information 71 tioning. All overload registrations must be done in person at the Enrollment Center. Please note: there is an additional tuition charge for course loads over 4.5 course credits (this includes combining the credit load from both the day and WEC programs). Auditing classes over the 4.5 overload limit will also incur a tuition charge. Weekend College students typically register for one or two course credits each trimester. Students registered for at least two course credits in one term are considered full time for that term. Students registered for one course credit are considered half-time for the term. Although new day students may register up to five days after the semester begins, registration is encouraged at the regularly scheduled time. The Day program calendar and the WEC school calendar are both available through the registrar's web page. Day students may add individual classes to their current schedule or withdraw without notation through day 10 of the term. The signature of the instructor is required to add a class after the fifth day From day 11 through day 20, students may still petition the Committee on Student Standing for permission to add a class. There is a fee for this petition. Day 20 is the last day to petition for adding a class. Students registered for day program Time l/Time 2 (Tl/T2) courses that meet only part of the term may add or withdraw without notation through the fifth school day after the start of the course. Changing grade option or withdrawing with a W is allowed through the fourth week of T1/T2 classes. Specific dates for each term are listed under "Combined Academic Calendars" at <www.augsburg.edu/enrolV registrar>. Weekend College students may add individual classes to their current schedule or withdraw without notation through Friday after the first class weekend. The signature of the instructor is required to add a class after the class meets. Students may petition the Committee on Student Standing for permission to add a class through the Thursday prior to the second class weekend. There is a fee for this petition. The last day to petition to add a class is the Thursday prior to the second class weekend. Students registered for Weekend College Tl/T2 courses may add or withdraw without notation through the Friday after the first weekend class meeting. Changing grade option or withdrawing with a W is allowed through the Tuesday after the second weekend class meeting. Rochester students may add individual classes to their current schedule andlor withdraw without notation through Monday after the first week of classes. The signature of the instructor is required to add a class after a class meets and it must be processed through the Enrollment Center. Students may petition the Committee on Student Standing for permission to add a class through the Friday prior to the second week of classes. There is a fee for this petition. The last date to petition to add a class is the Friday before the second week of classes. Students registered for Rochester Tl/T2 courses may add or withdraw without notation through the Monday after the first week of the class. Changing grade option or withdrawing with a W is allowed through the Monday after the second week of the class. Separate rules apply to Summer School. Some late course registrations may be subject to additional late fees. 72 Academic Information ACTC school course listings are also available online and should be checked to verify the correct meeting times and room assignment. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. Summer session and graduate program courses are published in separate schedules. Specific information on registration and help with registration on other campuses are available from these offices: Enrollment Center-612-330-1046 Academic Advising412-330-1025 Office of Weekend College-412330-1782 Crossover Registration Policy Every Augsburg undergraduate student is admitted to a "home program," either day or Weekend College. It is expected that students will complete most of their degree requirements through their home program. However, full-time students may register for up to 1.0 credits per term outside their home program. Enrollment will be based on class availability. Students will be charged the rate of their home program for courses in which they enroll outside their home program. The rate will be based on the maximum credit load they are carrying on any calendar date over the span of the two terms. For example, a day program student taking 2.0 credits in the day program, and 1.0 credits in the WEC program, bill be considered full-time and will be charged the full-time day program tuition rate. A W C student taking 2.0 credits in the WEC program, and 1.0 credits in the day program, will pay the WEC tuition rate x 3.0 credits. Day students taking over 4.5 credits will pay the day part time rate for any credits over 4.5 in their combined day/WEC load (Spring day term will include both Winter. WEC and Spring WEC). The maximum number of credits that may be included in the day full-time tuition rate for students who cross-register is 4.5 . Students have registration priority in their home program. Crossover registration begins only after the open web registration period closes for both programs. A schedule is published on the regispar's office web page. There is a special crossover registration form that must be processed at the Enrollment Center. This registration option is not available by web. The WEC program is not part of the ACTC (Associated Colleges of the Twin Cities) tuition exchange program. WEC students may NOT crossover to attend ACTC courses. Students must have completed their undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program (an exception is made for AAC-approved courses in the Department of Nursing and the joint B.A. AccountingMAL). Undergraduate students enrolled in graduate courses will pay the graduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay the rate of the program in which the course is offered. Change of Program Students may apply to change their "home" program by filling out a Change of Program form available at the Enrollment Center. The change will take effect the following term. Changes are limited to one each academic year. - - Academic Information 73 Registration All day students are required to meet with their academic adviser prior to registration. Incoming freshmen and transfer students may register during summer for courses in the fall. All currently enrolled day students may register during the fall for the spring term and during the spring for the fall term. Weekend College students may register during the designated time prior to the start of each term. The primary method of registration will be via the Web through AugNet during the open registration period. Please reference the academic calendar for specific dates. Day students will be able to register only after meeting with their faculty adviser. The Enrollment Center is also available to process regismation forms. Note: Web registration may not recognize prerequisites fulfilled by transfer work. In these cases, please process your registration at the Enrollment Center. Once the open registration period ends, returning students registering for the first time for the coming term will be assessed a late registration fee. The Enrollment Center will process all registration forms after the Web closes. Withdrawal from College Students are urged not to abandon courses for which they are registered because this will result in a failing grade on their official academic record. Cancellation of courses or withdrawal from the College must be completed in the Enrollment Center. A Withdrawal from the College form may be obtained at the Enrollment Center or downloaded from the registrar's Web page. Withdrawal from the College cannot occur during final examination week unless a petition is approved by the Committee on Student Standing. Withdrawal from college and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar's office. Students are responsible for keeping the registrar's office informed of their current mailing address. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100% refund of tuition and fees upon verification of call to active duty. The student must provide a copy of orders. If the student is called to duty after the deadline to drop a course, the registrar will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise from a failure to note attendance on the transcript, and also indicate that the withdrawal was outside of the student's control. Alternatively, the college supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or work out an "incomplete" agreement. Students who are able to complete some of their courses would have their refund adjusted to reflect this. Students who are being placed on active duty should contact the registrar andlor the Office of Academic and Student Affairs as soon as possible so the College can notify all parties and aid in this process. - 74 Academic Information Student Standing Committee The Student Standing Committee deals with requests for minor exceptions to academic policies and procedures. Typically, the Committee reviews requests for: Changes after registration deadlines (adding, withdrawing, or grade option changes) Note: Petitions for an exception to the published registration deadlines will require a $50 petition fee attached to the petition. This fee is non-refundable regardless of the outcome of the petition. Extending time for an incomplete. Permission to take a course overload. Minor exceptions or transfer course substitutions for academic requirements. In addition, the Committee reviews students' transcripts in determining academic probation or dismissal from the College on academic grounds. The Committee also hears appeals from students who have been dismissed for academic reasons. The Committee reviews student requests for readmission to the college after dismissal or returning after leaving while on probation. The Committee typically meets every other week throughout the school year (September-April),and once a month during summer. Note: Petitions involving adding or dropping courses/withdrawing from college after the deadline must be submitted within six months of the published registration deadline for the term involved. Petition Process Step 1: Pick up a petition form at the Enrollment Center or download from the registrar's Web page: <www.augsburg.edul enroll/registrar/index.html>. Step 2: Fill out the petition form completely Include documentation for illness. Have your advisor, instructor, or department chairs sign and add comments concerning your request. Petitions without comments from faculty will be returned for completion. Step 3: Return the completed petition form to the Office of the Registrar1 Enrollment Center, include signed drop/add form and $50 check if applies. Step 4: A copy of the petition with the Committee's decision is returned to the student's campus box after the committee meets Re-Admitted Students Former Augsburg students, re-admitted to complete a degree after being away from the College for at least one calendar year, have a choice between using the catalog in effect when they first enrolled, if possible, or using the catalog in effect at the point of re-admission. The election to complete a degree under a new catalog must be submitted in writing to the registrar's office. Some departments will not accept coursework taken more than seven to ten years ago. Students must meet all of the requirements in effect under the catalog they choose. Choosing to complete graduation requirements under the current catalog will require re-evaluation of prior coursework, including transfer credit, to determine its applicability to the current catalog requirements. Students who graduated from Augsburg who are returning to complete a second major will not be awarded a second degree unless it is different from the original degree awarded. (B.A., B.M., B.S.) Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. -- Academic Information 75 The responsibility for ensuring that all degree requirements are satisfied rests with the student. All students are required to file a graduation application with the registrar's office one year prior to graduation. Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. Students who enter an academic program with a baccalaureate or higher degree should contact the Office of the Registrar about specific requirements for a second baccalaureate degree or for the equivalent of a major. See page 23 in the printed catalog in Undergraduate Admissions-Special Students (Second Degree). Each student must apply for graduation at the end of his or her junior year. Students should apply before the start of their last academic year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center or on the registrar's Web page. All degree and course requirements must be completed and verified in the Office of the Registrar prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). Requirements For Undergraduate Graduation: Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total course work, and residence. 1. Completion of 32 course credits -No more than 13 course credits may be in one department, except in certain approved majors: accounting (B.A.) - 14; music education (B.M.) - 17; music performance (B.M.) - 14.5; music therapy (B.S.) - 17; and social work (B.S.) - 15. No more than these maximums may be applied toward the 32 total course credits required: two courses by independent/ directed study; four courses of internship; and six course credits with a grade of Pass (P). To graduate with Latin honors, students may take no more than two P/N graded courses. Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no more than one course credit with a P grade toward a minor. The Departments of Education and Social Work are examples of departments that allow students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching or field work practicums). 2. Completion of a MajorRequirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum-Requirements for the Augsburg Core Curriculum are listed in the next section. 4. Grade Point Average-2.0 for most majors. A minimum grade point average of 2.0 is required for all courses taken and specifically for all courses that apply toward a major or special program. Some majors, licensure, and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, and social work.) See the departmental section for details. 76 Academic Information 5. Residence-The last year of fulltime study or equivalent (no fewer than seven of the last nine credits/requirements) must be completed at Augsburg or within an approved ACTC exchange program. No fewer than a total of nine credits are to be taken at Augsburg College. Contact the registrar's office if an official interpretation is needed. Some departments have a minimum number of courses that are required to be taken in residence within the major and minor. Consult the catalog description of the major/minor or the chairperson of the department. THE AUCSBURC CORE CURRICULUM The Augsburg Core Cumculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a cumculum that: Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills; Calls for common inquiry into questions of Christian faith and the search for meaning; and Cultivates the transformative discovery of, and appreciation for, one's place of leadership and service in a diverse worldvocatio and caritas. The curriculum has three major components: The Augsburg Signature Curriculum The Liberal Arts Foundation Skills Requirements THE AUCSBURC SIGNATURE CURRICULUM Search for Meaning Augsburg's Signature Curriculum is centered on its identity as a college of the Evangelical Lutheran Church in America. As a college of the Church, Augsburg accepts as a basis for its educational program the doctrines of the Christian faith as revealed in scripture and the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian scriptures, theological concepts, ethical values, their own faith and values, and religious concepts outside of the Christian faith as part of becoming educated. In these courses students articulate and critically reflect upon Augsburg's concept of vocation and its meaning; Christian theological concepts as well as concepts from other religious traditions; and the meaning of the Bible in Judeo-Chnstian thought, its cultural contexts, and concepts of human identity and vocation. Two Search for Meaning course credits are required except for the following: Transfer students entering with advanced transfer status will take one Search for Meaning course: REL 300 Bible, Christian Theology, and Vocation. The Augsburg First Year In order to help them make the transition to college and their new community, first-year weekday program students are required to take courses containing the following components: Augsburg Seminar All students who enter the College as first-year students in the weekday schedule program must satisfactorily complete fall orientation and the Augsburg Seminar. The Seminar is attached to a first-semester major or Augsburg Core Curriculum course. The purpose of the Seminar is to introduce students to an Augsburg education and to help them make the transition I Academic Information 77 to college work. Engaging Minneapolis Engaging Minneapolis courses are specially designed courses that make intentional and substantial use of the resources of the Twin Cities as they orient .first-year weekday students to the community where they will be studying, living, and working during their college careers. Most Engaging Minneapolis courses also fulfill an Augsburg Core Cumculum or major requirement. They normally are taken during the first year, but may be taken in the second year. Augsburg Experience All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College's commitment to experiential education and active participation in the broader community both locally and globally. Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships, faculty-student research, community service, study abroad, and off-campus immersion experiences. An Augsburg Experience integrates experiential learning with academic learning. It demonstrates enhanced learning and reflects research and best practices in experiential education. Approved Augsburg Experiences meet two criteria: (1) Integrate experiential learning with academic learning and (2) Link on-campus learning to the goals, mission, needs, or ideas of off-campus people, organizations and/or communities, either through community partners, professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside of the regular class schedule. The length of time required, creditlno-credit status, and grading options for approved Augsburg Experiences will vary. Senior Keystone The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education-vocation and the search for meaning in a diverse and challenging world. Students will reflect upon the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. The Senior Keystone course connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It thus asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. THE LIBERAL ARTS FOUNDATION The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the traditional liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two courses from two different departments in each domain. (Exceptions may be made for specially designed interdisciplinary Connections courses.) The list of courses meeting the Liberal Arts Foundation requirement is available online and from the registrar's office. The Liberal Arts Foundation requirements for some bachelor of science majors may vary. Students must consult with the major department to determine the options available. The following bachelor of sci- 78 Academic Information ence majors are approved for modifications in the Liberal Arts Foundation or Modem Language Core Skill requirements: biology, clinical laboratory science, elementary education (LAF option only), health education (teaching licensure only, LAF option only), mathematics, physical education (teaching licensure only, LAF option only), and physics. Natural Sciences and Mathematics Two courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two courses from two different departments: Economics, Political Science, Psychology, Sociology Humanities Two courses from two different departments: Communication Studies, English, History, Philosophy, Religion, Modem Languages (literature and culture courses) Note: The signature Search for Meaning courses do not count as Humanities Liberal Arts Foundation requirements. Fine Arts Two courses or approved activities from two different departments: Art, Music, Theatre Arts. SKILLS REQUIREMENTS Entry Level Skills Assessments There are entry level skills assessments in: Critical Thinking Mathematics Modem Languages Writing Placement in writing, math, modem languages, and critical thinking courses is determined by the assessments. These tests are a prerequisite for (not completion of) core and graduation skills course requirements. Freshmen (all students entering with fewer than seven Augsburg course credits) and sophomore transfer students with fewer than 13 course credits are required to take entry level skills assessments and satisfy all skills requirements. Advanced transfer students (who enter with 13 course credits or more or an A.A. degree accepted in transfer) take only the following entry level skills assessments and fulfill the following requirements: The Mathematics assessment and requirement. The Modem Language assessment and requirement. The Writing assessment and requirement. Critical Thinking Assessment and Requirement Students who have college credit for a critical thinking or logic course are exempt from the critical thinking assessment. Students who do not achieve the minimum entry score on the placement exam are required to take GST 100 Critical Thinking. Mathematics Assessment and Requirement All students are required to have their math placement group (MPG) determined. In some cases, students who have transferred a mathematics course taken at - Academic Information 79 another college may have their MPG determined by the registrar's office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during college registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the math placement exam. Students may retake the Math Placement Exam once during their first term of enrollment. Students are required to take the Math Placement Exam before registering for the first term and should achieve MPG 3 by the end of their first year at Augsburg. Students in MPG 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student's MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2,3, or 4 as a prerequisite. Modern Language Assessment and Requirement The BYU-CAPE language assessment is offered to students who have had at least a year of Spanish, French, or German language studies in high school. It is designed to assess and place students at the appropriate course level for language study. Students may waive the modern language requirement by completing this assessment and placing at the 311level or above. The Modem Language Core Skill requirement for some bachelor of science majors may vary. Students must consult with the major department to determine the options available. The following bachelor of science majors are approved for modifications in the Liberal Arts Foundation or Modem Language Core Skill requirements: biology, clinical laboratory science, elementary education (LAF option only), health education (teaching licensure only, LAF option only), rnathematics, physical education (teaching licensure only, LAF option only), and physics. Writing Assessment and Requirement The entry level assessment determines readiness for ENG 111Effective Writing. Students who do not satisfy the entry level skill in writing will be required to take ENG 101 Developmental Writing before ENG 111. Students who have transferred in an equivalent course to ENG 111 are excused from the entry level exam. Core Skills Requirements Effective Writing ENG 111 Effective Writing or the equivalent with a grade of 2.0, P, or higher, is required. Attendance the first day of class is required. Students should complete ENG 111by the middle of their sophomore year since it is a prerequisite for Writing Graduation Skill courses. Modern Language Requirements for the Modem Language Core Skill are determined by placement -Academic Information 80 test. For a language previously studied, successful completion (minimum grade of 2.0 or P) of one language course at your placement level (112 or higher) satisfies the requirement. For a language not previously studied, successful completion of a two-course sequence in the same language with the minimum grade of 2.OR in both courses is required. Students whose placement test is at 311 or higher will be exempted from further language study There is a seven-year time limit on language courses presented for transfer and automatic waiver. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modem Language Core Skill. Students whose first language is not English and whose score is below the minimum on the ESL placement test must fulfill the English as a Second Language (ESL) requirement. The requirement is Satisfied by successfully completing the WL course(s) and achieving a score above the minimum on the ESL placement exam. Students who complete the ESL requirement fulfill the Modem Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. Lifetime Fitness Two lifetime fitness courses are required. HPE 001 Foundations of Fitness (or a transfer equivalent) is required of all students. The second course may be chosen from a variety of different lifetime activities (HPE 002,003 Lifetime Activity courses). Students who are not health and physical education majors or intercolletest Out of One lifetime giate activity course. Students may demonstrate proficiency from a selected list of lifetime activities. There is a fee to take the lifetime activity proficiency test. Foundations of Fitness courses are non-credit courses and are not included in the 32-course graduation requirement. Graduation Skills Requirements An Augsburg education includes enhancement of certain skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain courses. Students are required to have one course each with Critical Thinking, Quantitative Reasoning, and Speaking skill components, and two courses with a Writing Skill component. These requirements are modified for advanced transfer students (see page 82). A minimum grade of 2.0 or P is required to satisfy a graduation skill requirement. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill this requirement. Academic advisers will provide a list of these courses. All Writing Skill courses have the prerequisite of ENG 111or its equivalent. All Quantitative Reasoning Skill courses have the prerequisite of Math Placement Group 3, and all Critical Thinking Skill courses have the prerequisite of passing the entry level Critical Thinking Assessment or GST 100. . EXPLANATION OF GRADES Student achievement in courses is measured by final examinations, shorter tests, -tten papers, oral and other types of evaluation. - Academic Information 81 Most courses are offered with grading options-traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. PassINo Credit Students who choose the P/N option are cautioned: In order to receive a grade of P, a student must achieve at least a grade of 2.0. Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. Maximum number of course credits taken P/N that may be applied to graduation is six course credits with a grade of Pass (P). P-graded courses do not count toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for graduation with distinction. Transfer students should be especially aware of this requirement. To be eligible for graduation with Latin Honors, students may elect only 2 P/N credits. See P/N limitations under Graduation Requirements, page 75. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime sports are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. Numeric Grades Numeric grades are used with these definitions: 4.0 Achieves highest standards of excellence 3.0 Achieves above basic course standards 2.0 Meets basic standards for the course 1.0 Performance below basic course standards 0.0 Unacceptable performance (no credit for the course) Grades of P (Pass) or N (No credit) are not computed in the grade point average. An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade Form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that apply to course completion. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student's program. If the work is not com- - 82 Academic Information This quick reference checklist is an abbreviated version of the requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the complete degree requirements that begin on page 75. Students are advised to read carefully the full graduation requirements and to consult frequently with their advisers to ensure that all requirements for graduation are met. All new freshmen and all freshman and sophomore transfer students must complete the following requirements prior to graduation (transfer credit may apply to these requirements): CI Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 Music Education (B.M.) . . . . . . . . . . . . . .17 Music Performance (B.M.) . . . . . . . . . .14.5 Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 Other maximums are described on page 7. O Maintain minimum cumulative grade point average in major, minor, and in total courses completed. LI Complete a major. O Complete the Augsburg Core Curriculum. Complete the Signature Curriculum: Complete two (2) Search for Meaning courses. Complete the Augsburg First Year requirements. (Sophomore transfer students are exempt from these requirements.) 1. Complete the fall orientation and Augsburg Seminar. 2. Complete an Engaging Minneapolis course. Complete at least one Augsburg Experience (Exceptions may be made for specially designed interdisciplinary Connections courses.) Natural Sciences and Mathematics (1 lab science) Social and Behavioral Sciences Humanities Fine Arts Complete Entry Level Skills Assessments and Core Skills Requirements: Critical Thinking Assessment Mathematics Assessment Modem Languages Assessment Writing Assessment Achieve a Math Placement Group score of three. Complete ENG 111 Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Complete HPE 001 Foundations of Fitness and one HPE lifetime activity course. Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P (Courses meeting these requirements are designated by the major.) Two courses with Writing components. One course with a Critical Thinking component. One course with a Speaking component. One course with a Quantitative Reasoning component. All advanced transfer students (those entering with 13 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these requirements): Li Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 Music Education (B.M.) . . . . . . . . . . . . . .17 Music Performance (B.M.) . . . . . . . . .14.5 Complete a Senior Keystone course. Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 Other maximums are described on page 75. I - Academic IlnformaRion 83 O Maintain minimum cumulative grade point average in major, minor, and in total courses completed. 0 Complete a major. 0 Complete the Augsburg Core Curriculum. Complete the Signature Curriculum: Complete REL 300 Bible, Christian Theology, and Vocation course Complete a Senior Keystone course. Students entering under the Minnesota Transfer Curriculum with an A.A. degree must complete the following requirements prior to graduation: O Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . Complete one Augsburg Experience Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. (Exceptions may be made for specially designed interdisciplinary Connections courses.) Natural Sciences and Mathematics (1 lab science) Social and Behavioral Sciences Humanities . . . . . . . . . . . . . . . . . .14 Music Education (B.M.) . . . . . . . . . . . . . .17 Music Performance (B.M.) . . . . . . . . . .14.5 Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 Other maximums are described on page 7. O Maintain minimum cumulative grade point average in major, minor, and in total courses completed. O Complete a major. 0 Complete the Augsburg Core Curriculum. Complete the Signature Curriculum: Fine Arts Complete Entry Level Skill Assessments and Core Skills Requirements: Satisfy entry level skill requirements in writing. Achieve a Math Placement Group score of three. Complete Modem Language requirement (0-2 courses, depending on initial assessment.) Complete HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment.) Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P. (Courses meeting these requirements are designated by the major.) One course with a Writing component. One course with a Critical Thinking component. One course with a Speaking component. One course with a Quantitative Reasoning component. Complete REL 300 Bible, Christian Theology, and Vocation course. Complete a Senior Keystone course. Complete one Augsburg Experience Complete Entry Level Skills Assessments and Core Skills Requirements: Complete one college algebra course course (MAT 105) or a Math Placement Group 3. Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Complete HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment) Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P (Courses meeting these requirements are designated by the major.) One course in the major that meets a Writing Graduation Skill. One course that meets the Quantitative Reasoning Graduation Skill. All students are required to file a graduation application with the Office of the Registrar one year prior to graduation. - 84 Academic Information pleted by the specified date of the following academic term, the grade for the course becomes 0.0. Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned.. A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record. A course in which a grade of 0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time day students will be charged an audit fee if their total credit load is over 4.5 credits. The charge for part-time and Weekend College students is listed under Weekend College Costs in the Financing Your Education section on page 27. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work aansferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted.* *Courses with 0 to 4 grade assigned Classification Students are classified when grades are posted at the end of each term. Sophomores-7 pleted. course credits com- Juniors-16 course credits completed. Seniors-24 course credits completed. -- Academic Information 85 ASSESSMENT OF PREVIOUS LEARNING (APL) PROGRAM Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student's previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and ( 2 ) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB)-Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. Credit granting guidelines are available in the registrar's office. Advanced Placement Program (AP)-Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. A score of 4 or 5 is required on the AP Language and Composition examination for credit for ENG 111 Effective Writing. Inquiries should be addressed to the Office of the Registrar. The College Level Examination Program (CLEP)-This is a series of standardized tests that have been developed by the College Board and are offered to students for a small fee at regional testing centers. (The regional testing centers for this area are the University of Minnesota and the University of St. Thomas.) Students who score at or above the American Council on Education's recommended score on an approved examination may receive academic credit for that subject at Augsburg College. Information about CLEP tests is available from the Office of the Registrar. Departmental Comprehensive Exams-These are available for students to use in obtaining credit for previous learning if the following conditions are met: There is a departmental exam available for the subject area in question. There is a faculty member designated by the department to administer the exam. The registrar approves the student's request to take the exam. Credit for departmental exams is available on a P/N basis only, and there is a charge per exam of $400 for a full course credit. The Portfolio Assessment Program-This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study hrectly related to the student's previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student's previous learning, the faculty team applies the fol- 86 Academic Information lowing criteria: There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed andlor systematic study of content material found within liberal arts coursework. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student's educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four credits of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a P/N credit basis only. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning-While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campusbased liberal arts courses. Therefore, Augsburg allows a maximum of eight credits (about one-fourth of a baccalaureate degree) to be obtained through previous experiential learning. In compiling the eight credits for previous experiential learning, the student may use any combination of the five assessment processes available in the APL Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and credit granted through portfolio assessment. English as a Second Language (ESL) Students whose primary language is not English must take the ESL placement test in conjunction with the English writing placement test prior to registering for their first term at Augsburg. Students' placement in ESL, ENG 101 Developmental Writing, or ENG 111 Effective Writing will be determined by their scores on the Michigan test (85-100 range for exemption from ESL) and by a writing sample. Near the end of each term of the English as a Second Language course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ESL coursework is required. Usually a score of 85 to 100 and a course grade of 3.5 or 4.0 will fulfill the student's ESL requirement. All students whose native language is not English must stay enrolled in ENG 2171218 until such time that they pass the ESL placement test at 85 percent or higher. The ESL course can be counted only twice in the total number of courses required for graduation. Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language core skill requirement for graduation. - - Academic Information 87 ACADEMIC PROGRESS, PROBATION, AND DISMISSAL The College requires that all students maintain a 2.0 cumulative grade point average (GPA) . It should be noted that a minimum GPA of 2.0 is required for graduation, with certain majors requiring a higher minimum GPA. Students whose overall academic achievement falls below a 2.0 GPA will either be placed on scholastic probation at the end of the term or will be continued on probation or will be dismissed from the College. In addition, a freshman who receives two zero grades or a sophomore, junior, or senior who receives three zero grades will be considered for probation or dismissal. However, dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of the student's commitment to academic progress is the primary consideration in deciding whether or not to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission from the Student Standing Committee to re-enroll. Students who have been dismissed may apply for readmission after one year, at which time the Student Standing Committee will review the application for readmission accompanied by any statements and evidence attesting to his or her commitment to academic success. Students may be removed from probation when the cumulative GPA reaches 2.0. Students placed on probation as freshmen for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 2.0. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 2.0. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. Student class years are based on the number of courses completed: Freshman-fewer Sophomore-fewer credits Junior-fewer than 7 course credits than 16 course than 24 course credits Senior- 24 or more course credits Dean's List The Dean's List, compiled after each semester, lists undergraduate students whose grade point average for a semester is 3.5 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Courses taken outside of a program's calendar (e.g., crossover courses taken in a Weekend College trimester term by a day student or in a semester term by a weekend student) are not calculated when determining the Dean's List. If permission is given by the student, an announcement is sent to the hometown newspaper of each student on the Dean's List. - 88 Academic Information Latin Honors Qualification for Commencement Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate degree. Augsburg College has one commencement ceremony per academic year in the month of May. Undergraduate students who will not have met degree requirements by the end of the spring term may qualify to participate in commencement if: (1) no more than three course creditslrequirements will remain in their program at the end of the spring term, and (2) the remaining requirements will be completed in the summer or fall terms following participation in commencement. Candidates for graduation who will complete summer or fall terms will be noted as such in the commencement program. In addition, candidates who will complete in summer or fall may be required to sign a statement acknowledging remaining degree requirements in order to participate in commencement. A student will not graduate nor will a degree be conferred until all graduation requirements are met, regardless of participation in commencement. This designation and the standards set are in effect for all students who complete degree requirements in May 2004 or later. Latin honors replaces the previous honors designation of "With Distinction." Students may also receive honors recognition for departmental honors and for participation in the honors program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa cum laude: 3.9-4.0 GPA plus successful completion of the summa oral examination. Magna cum laude: 3.8-3.89 GPA. Cum laude: 3.6-3.79 GPA. To be eligible, a student must complete a minimum of fourteen traditionally graded credits at Augsburg and have no more than the following number of elective passlno pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted, nor will "N" grades): 2004 graduates-6 2005 graduates-4 2006 graduates-3 2007 and thereafter-2 For additional information, including the guidelines for the Summa Cum Laude oral examination, go to the Latin Honors section at <www.augsburg.edu/enrolV registrar>. EnrollmentIDegree Verifications Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 13454 Sunrise Valley Road, Suite 300 Herndon, VA 20171 Web: <www.degreeverifyorg> Phone: 703-742-4200 Fax: 703-742-4239 E-mail: degreevenfy@studentclearing house.org - - Academic Information 89 Veterans of Military Service Augsburg is approved by the state approving agency for Veterans Education. Veterans should consult with the Enrollment Center about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. FOUR-YEAR ASSURANCE PROGRAM This program applies to students who enter the day program schedule as fulltime freshmen in the fall of 1996 and thereafter. New freshmen are assured that they will be able to graduate in four years-if they maintain continuous fulltime enrollment for four years, maintain a 2.0 GPA, and follow the Four-Year Assurance Program g u i d e l i n e ~ they r will receive the remaining required courses free of additional tuition. A few majors are excluded from this program. Contact Academic Advising for a list of eligible majors. Students must complete a formal Four-Year Assurance Degree Plan with the College before the end of their sophomore year (prior to completing 16 course credits) in order to qualify. Contact Academic Advising for details. 4 FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT NOTICE The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records-You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. Your request should be submitted in writing at least one week prior to the date you wish to review your records. Right to request amendment of education records-You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information -You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or gnevance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. 90 Academic Information Right to withhold disclosure of "directory information"-FERPA uses the term "Directory Information" to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. "Directory information" includes t h e following: The student's photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new form for withholding disclosure must be completed each academic year. The student's date and place of birth; Right t o complain to FERPA Office-You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning Augsburg's failure to comply with FERPA. The student's major field of study; Reporting Educational lnformation The student's academic class level; Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. The student's name; The student's address; The student's telephone number; The student's e-mail address; The student's enrollment status (FT/HT/LHT); The student's participation in officially recognized activities and sports; The student's degrees and awards received; The weight and height of members of athletic teams; The student's dates of attendance; The most recent previous educational agency or institution attended by the student; and 92 DEPARTMENTS AND PROGRAMS - a liberal arts institution, Augsburg College believes that knowledge and-truthare interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Weekend College classes are published each spring in a separate booklet and online. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all can be met. Descriptions and schedules for Sumnier Session, the Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work courses are published in separate catalogs. Credits Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the College's program. A listing of requirements for individual majors and minors follows the narrative. A full course is offered for one course credit. A few fractional courses, for onehalf or one-quarter course credit, are offered in the Division of Professional Studies. Unless noted, all courses are one course credit. A full course has the approximate value of four semester credits or six quarter hours. Most day program courses meet for three 60-minute periods or two 90-minute periods per week with additional time required for laboratory work. All full credit Weekend College courses meet for eight 3.5-hour sessions during fall and winter terms, and for seven +hour sessions during spring term. Class Schedule Numbering Courses listed are subject to change. In general, classes are offered fall andlor spring terms unless otherwise indicated. The schedule of classes offered through the Associated Colleges of the Twin Cities (ACTC) for fall and spring terms is only available ,on-line. Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s for juniors, and 400s for seniors. -- Departments and Programs 93 Prerequisites Courses that must be taken before enrolling in a higher level course are listed n the course description as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there s prior approval by the professor teaching the course. NOTE: Not all courses are offered in all schedules. Refer to Augnet Records and Registration for information on when specific courses are offered. Every department offers opportunities for internships and independent study. The course description and process for registering is normally the same for each department. Some departments have additional statements that can be found in the departmental course listing. Interdisciplinary internships are also available. INTERNSHIPS Registration for internships consists of the following steps: 1. Obtain the internship registration permission form from the Center for Service, Work, and Learning and secure the signatures of the faculty supervisor and director of the Center for Service, Work, and Learning. 2. Register for the Internship during the registration period. The signed permission form must be turned in at the time of registration. (Students may pre-register without a placement secured, but a suitable internship must be found by the end of the registration or drop/add period.) 3. A learning agreement (forms are available in the Center for Service, Work, and Learning) must be completed with the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the Center for Service, Work, and Learning, with copies made for the faculty supervisor and student. InternshipIOn-campus InternshipIOff-campus (.5) InternshipIOn-campus (.5) InternshipIOff-campus A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the tendregistration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. Internship/On-campus InternshipIOff-campus (.5) Internship/On-campus (.5) InternshipIOff-campus A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links 94 ~ e ~ a r t m e nand t s Programs the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar may be expected. Prior to the beginning of the tedregistration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. (Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.) DIRECTED AND INDEPENDENT STUDIES 299 Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 Independent StudyIResearch An opportunity for advanced and specialized research projects. Normally open to junior and senior majors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. See listing under Business Administration. A, erican Indian Studies is a major that gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, cul- ture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indian cultures. Coordinator: Eric Buffalohead -- American lndian Studies 95 Associated Faculty: Eric Buffalohead (Sociology), Elise Marubbio (English), John Gregg (History) Adjunct Faculty: Sophia Jacobson, Steve Chapman, Richard Gresczyk, Dale Weston American Indian Studies Major Ten courses including; INS 105 Introduction to American Indian Studies ENG 216 American Indian Literature INS 105 or INS 264 American Indians in the INS 260 HIS 336 REL 370 INS 499 Cinema Contemporary American Indians American Indian History American Indian Spirituality and Philosophical Thought Capstone Project In addition student must complete four electives. At least five of the courses toward the major must be upper division. Minor: Five courses including INS 105. At least two must be upper division. Introduction to American Indian Studies Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. ENC 216 American lndian Literature American Indian literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. INS 233 Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. i l S 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. 96 American lndian Studies INS 260 Contemporary American Indians In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. INS 264 American Indians in the Cinema Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. INS 320 American Indian Women Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women's roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This course is cross-listed with Women's Studies. INS 332 Native American Storytelling The objective of this course is to study Native American Storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. INS 495 Topics in American Indian Studies Individual courses designed to investigate specific topics such as Indigenous Filmmakers, American Indian Women in Film, Contemporary Indigenous Issues of North and South America, and American Indian literature Seminar. INS 499 Independent ResearchICapstone Project An independently designed research project to fulfill the capstone requirement. A, is important as a field of study for our time, helping us to create order and beauty in the design and function of communities. Realizing this,we have made design and sensitivity to all aspects of visual experience central to the art program at Augsburg. Giving and receiving visual messages is so much a part of everyday life that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist, art teacher, graphic designer, architect, and art historian is to celebrate visual experience through a variety of media and art examples. In short, the visual arts teach us how to see. Because of the College's commitment to the liberal arts, the visual arts, as taught at Augsburg, draw ideas and inspiration from all disciplines. Art as a human activity involves manual skill, although to become broadly significant it should interact with other fields, such as language, history, drama, music, literature, philosophy, theology, business, physical education, and science. A liberal arts college like Augsburg is an ideal setting for the study of art because it provides a constant possibility for the interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further enhanced by associations with a significant number of art galleries and museums in the TWin Cities area. Art Faculty Kristin Anderson (Chair), Lynn Bollman, Tara Christopherson,John McCaffrey Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 Design ART 107 Drawing One course in two-dimensional art from: ART 118 Painting I or ART 223 Printmaking I or ART 225 Graphic Design I or ART 360 Watercolor Painting One course in three-dimensional art from: ART 221 Sculpture I or ART 250 Ceramics I or ART 325 Fiber and Form Five additional studio arts courses ART 240 Art History Survey Two additional art history courses Studio majors must participate in at least one exhibit during their senior year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identlfy current Minnesota teacher licensure requirements. Art History Major Eight art or architectural history courses including: ART 240 Art History Survey ART 388 19th- and 20th-Century Art Two studio courses: ART 102 Design or ART 107 Drawing ART 118 Painting I or ART 221 Sculpture I Departmental Honors Art History Minor GPA of 3.5 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting high quality work, and special projects such as senior exhibition and research. Application should be made to the department chair before the last term of the senior year. Five art history courses including ART 240. Certificate in Art Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art history. Certificate in Graphic Design Studio Art Minor Five courses including ART 240, ART 107, and three additional studio courses. Eight art courses, including four in graphic design, one art history, and three electives. Architecture Minor Five courses including ART 105, ART 210, ART 243, ART 244 and ART 249 or 349. Note: All studio courses require work outside of class sessions. Some studio courses have lab fees. STUDIO ART FOUNDATIONS ART 102 Design A study of design as the unifylng foundation for the visual arts. Two- and three-dimensional projects demonstrating the use of the basic design elements and principles. ART 107 Drawing Introduction to basic drawing concepts, media, and surfaces. STUDIO ART ART 100, 300 Special Topics Occasional courses dealing with subjects not usually offered by the department. ART 105 Introduction to Architectural Drawing This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. ART 106 Calligraphy I Introduction and practice of calligraphic writing and designing with emphasis on the broad-edged pen. ART 118 Painting I Introduction to painting media and technique in acrylic or oil. - Art 99 ART 132 Photography The camera used as a tool for visual creativity, expression, and communication with attention to black-and-white photographic processes. Students need access to a 35mm, single lens reflex camera. Materials will cost approximately $200-225. ART 210 Drawing for Design in Architecture Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. ART 215 Design for New Media I Exploration of the fundamental techniques and technologies used in digital media, focusing on web design. ART 221 ART 223 Sculpture I An introduction to sculpture and three-dimensional design in various media. Print Making I An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. ART 224 Publication Design An introduction to design concepts and production for publication design. Theory and practice of coordinating visual imagery and typography for print publications using page layout software. ART 225 ART 250 Graphic Design I An introduction to the principles and techniques of graphic design using page layout software. Emphasis on designing with text and image. Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and glazing. ART 306 Calligraphy II Advanced work in calligraphic media and design. ART 315 Design for New Media II Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART 215 or instructor permission) ART 320 Typography Study of the history, development, structures, and application of traditional and contemporary typography; exploring letterforms using digital, hand-set type, and hand lettering. (Prereq.: Any ART course) ART 325 Fiber and Form An introduction to hand papermaking and artist's books. Emphasis on exploration of fiber sources and book forms to create synthesis of original surface, text, image, and sequence. (Prereq.: Any ART course) 100 Art ART 330 Graphic Design II An advanced study of the graphic design of typography and visual imagery for print production using the computer. Includes identification of design problems and presentation to client. (Prereq.: ART 225) ART 340 Digital Imaging Exploration of the creation of visual images using the computer as a paint brush, pencil, pen, and camera. Emphasis will be placed on visual communication and expression. (Prereq.: Any ART, MIS, or CSC course) ART 351 Ceramics II Advanced work in ceramics with an emphasis on throwing or handbuilding and glazing. (Prereq.: ART 250) ART 355 Painting II Advanced study of painting. (Prereq.: ART 118) ART 360 Watercolor Painting Study of transparent watercolor, emphasizing perceptual painting and abstraction from observation in the studio and on location. ART 368 Print Making II Continued exploration of intaglio, relief, and monolunique methods. Use of larger formats, multiple plates, and an emphasis on color are encouraged. (Prereq.: ART 223) ART 478 Sculpture II Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221) ART AND ARCHITECTURAL HISTORY ART 240 Art History Survey A survey of art of the Western world from prehistoric to modem times. Includes reading, research, viewing of slides, and visits to museums. Note: Thefollowing courses are offered intermittently, usually two or three sections per year: ART 243 History of Architecture to 1750 History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. ART 244 History of Architecture after 1750 History of architecture and city planning from antiquity since 1750, as illustrated by Western and non-Western examples. ART 2491349 The Designed Environment This course addresses the designed environment, the intentionally designed places in which we live. We will investigate architecture, landscape architecture, and urban design; class sessions consist almost exclusively of walking tours and site visits to prominent examples of design excellence. (Prereq.: None for ART 249; ENG 111 and an ART, HIS, or urban studies course for ART 349) - Art 101 ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the "traditional" arts, and the work of Native American women. (Prereq.: ENG 111) ART 382 Scandinavian Arts The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. ART 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the fourth century A.D. ART 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. (Prereq.: ENG 111) ART 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Prereq.: ENG 111) ART 388 19th- and 20th-Century Art European painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENG 111) ART 389 American Art A study of early colonial through contemporary American art, architecture, and folk arts. Internships and Independent Study Courses: ART 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. ART 299 Directed Study See description on page 94. ART 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. ART 499 Independent StudyIResearch See description on page 94. ASIANSTUDIES See listing under East Asian Studies. T he initial months after entering college as a first-year student are an exciting period of change. The faculty and staff wish to assist students in making a successful transition to being college students and to help them become part of this academic community. Through the summer orientation program, the fall orientation weekend, and the Augsburg Seminar, students are introduced to the character of the College, its heritage as an urban, liberal arts college of the Church, the process of learning in a community where ideas are valued and treated seriously, and the logistics of being students. Augsburg Seminar At registration, all first-year students in the day program enroll in a selected content course or course pair and a parallel Augsburg Seminar. These 'linked' courses integrate disciplina~ycontent with various learning strategies and community-building opportunities beneficial to all beginning students. AUC 101 B Each content course normally meets three hours per week for the entire semester and is valued at 1.0 course credit. The Augsburg Seminar meets once a week for eight weeks for a .25 course credit. The Augsburg Seminar offers the opportunity for further discussion of topics from the paired content course, along with presentations on campus life, academic resources and study skills, and a hands-on introduction to the Cedar-Riverside neighborhood. While the content course is graded on a traditional point basis, the Augsburg Seminar is graded Pass/No credit (PIN). However, performance in the course is linked to performance in the seminar. All freshman students must successfully complete the entire Augsburg Seminar in order to fulfill the graduation requirement, even if they drop the linked content course. Permission to complete the seminar after withdrawal from the content course is at the discretion of the instructor. Augsburg Seminar (.25 course) A series of fall-term meetings with an Augsburg seminar adviser to discuss issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the connected content course and other disciplines and sources. (P/N grading only) iology is the study of life, and it is natural that we, as contemplative living creatures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the Earth is filled with an enormous variety of living organisms. Since humans are a part of the biological world, an understanding of the basic biological processes common to all organisms is essential to attain selfunderstanding and to provide a basis for wise decisions. - - Biology 103 In recent decades great strides have been made in understanding important biological processes, particularly those at the cellular, molecular, and ecosystem levels. Biological research has also provided some extremely important benefits to humans, including advances in medicine, agriculture, and food science. An understanding of biological systems depends, in part, on the principles of physics and chemistry; thus a firm background in the physical sciences is also important in the study of biology. For many, an undergraduate major in biology serves as a basis for further study Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates have gone directly into secondary education, biomedical industries, laboratory research, natural resources, and environmental education. Biology Faculty William Capman (Chair), Ralph Butkowski, Robert Herforth, Dale Pederson, Mark Strefeler Students may choose one of the following degree options: Bachelor of Science in Biology, Bachelor of Arts in Biology, or Bachelor of Arts in Life Sciences. Bachelor of Science in Biology Nine courses including: BIO 113 Introductory Organismal Biology BIO 114 Introductory Genetics, Evolution, and Ecology BIO 215 Introductory Cellular Biology and BIO 361 Plant Biology or BIO 481 Ecology and five upper division biology courses chosen from the following list: BIO 351 BIO 353 BIO 355 BIO 361 BIO 369 BIO 440 BIO 471 BIO 473 BIO 474 BIO 476 BIO 481 BIO 495 Invertebrate Zoology Comparative Vertebrate Anatomy Genetics Plant Biology Biochemistry Plant Physiology Advanced Cellular and Molecular Biology Animal Physiology Developmental Biology Microbiology Ecology Special Topics in Biology BIO 491 Biology Seminar (non-credit) is required of all juniors and seniors. Required Supporting Courses for Bachelor of Science CHM 105/106 Principles of Chemistry or CHM 1151116 General Chemistry CHM 351/352 Organic Chemistry PHY 121/122 General Physics MAT 145/146 Calculus Bachelor of Arts in Biology The same biology course requirements as for the Bachelor of Science degree, but with the following supporting courses: 104 Biology Required Supporting Courses for Bachelor of Arts CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry PHY 116 Introduction to Physics or PHY 121/122 General Physics MAT 114 Precalculus or MAT 122 Calculus for the Social and Behavioral Sciences or MAT 145 Calculus I or MAT 163 Introductory Statistics or PSY 215 Research Methods: Design, Procedure, and Analysis I Bachelor of Arts in Life Sciences This major is appropriate for students also seeking secondary teaching licensure in biology. Requirements are the same as for the Bachelor of Arts in Biology degree, but with the following differences: Only four upper division biology courses are required (one from each grouping) Two additional science courses are required, chosen from the following list: PHY 101 PHY 106 An introductory geology course Transfer course policy for majors and minors All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. No more than two upper division courses from other institutions may be applied toward the major. Departmental Honors GPA of 3.5 in biology and 3.0 overall, one course of approved independent study (Bio 499) with both oral and poster presentation and written report. Project proposals should be made to the department by Sept. 30 of 'the senior year or Feb. 28 in the case of students planning to graduate in the following December. Minor A course in general chemistry and five biology courses including BIO 113, 114, 215, and two upper division courses. In planning their courses of study students are encouraged to work closely with members of the biology faculty. Biology majors must have an adviser in the biology department. BIO 113 and 114 and Principles of Chemistry (or General Chemistry) should be taken in the first year, and BIO 215 and Organic Chemistry in the second year. Students should complete their math requirements early in their college careers. A GPA of 2.0 for BIO 113, 114, and 215 is a prerequisite for enrollment in upper division biology courses. A grade of 2.0 or above is required for all upper division courses applied toward the major. Biology for Pre-Medical Students Pre-medical students should include a two-semester sequence in physics and a two-semester sequence in organic chemistry. Many medical schools also require two semesters of calculus. Students should consult members of the biology faculty for information specific to medical school application. -Biology 105 Graduate and Professional Training Graduate programs in biological fields require coursework similar to that for premedical education, and may also require undergraduate research experience. Health care professions (physician assistant, physical therapist, veterinarian,. etc.). have sDecific requirements that should be discuised with an adviser in the department. Teaching Licensure Major The State of Minnesota has s~ecific licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg Life Sciences major. The state requirements may be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to A identify current Minnesota teacher licensure requirements. All upper division biolOgy requirements for licensure must be completed before beginning student teaching. Beta Beta Beta Membership in the Augsburg Chapter of this national biology honor society is open to those students who have completed at least one upper division biology course and have a GPA of 3.0 in biology. . Cooperative Education The department works with the Office of Cooperative Education in identif~lng and defining co-op ed experiences in laboratories and other settings in the Twin Cities. SCI 110 Natural Science I The first semester of a two-semester survey of Natural Science. This course focuses on the nature of science and major concepts of Physics and Chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of Natural Science. This course focuses on major concepts of Earth Science and Biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratoky. Prereq.: SCI 110) BIO 101 Human Biology An introduction to basic biological principles with a human perspecrive. Includes discussion of the maIeculat and celiular lmik oi life, g n e t i a . organ systems, and human impact on the errvi-rommt. (Three one-horn lectures. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Prereq.: CHM 100 or another chemistry course strongly recommended. Fall) BIO 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test theories are considered. (Prereq.: MPG 2. Three one-hour lectures, three hours laboratory. Does not apply to the major or minor) 106 Biology BIO 103 Human Anatomy and Physiology A survey of the structure and function of the human body. (Three one-hour lectures, three hours laboratory. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Prereq.: CHM 100 or another chemistry course strongly recommended. Spring) BIO 113 lntroductory Organismal Biology First of a three-semester sequence. An introduction to organismal biology for science majors, including diversity natural history, physiology, and structure. BIO 113,114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory, some Saturday field trips. Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration in CHM 105/115. Fall) BIO 114 lntroductory Genetics, Evolution, and Ecology Second of a three-semester sequence. An introduction to cellular functioning, metabolism, classical and population genetics, evolution, and ecology. BIO 113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Spring) BIO 215 Introductory Cellular Biology Third of a three-semester sequence. An introduction to structure and function in tissues, cells, and subcellular organelles. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116. Fall) BIO 351 Invertebrate Zoology A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall: alternate years) BIO 353 Comparative Vertebrate Anatomy Comparative anatomy, functional morphology, and evolutionary morphology of the vertebrate. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Spring) BIO 355 Genetics Principles of heredity, integrating classical and molecular analysis. (Three onehour lectures, four hours laboratory. Prereq.: BIO 215. Spring) BIO 361 Plant Biology A survey of the major groups of algae, fungi, and plants, including the study of structure, physiology, life histories, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall) Biochemistry An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215, CHM 352. Fall) Plant Physiology A consideration of the processes involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to structure and life history. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring) - Biology 107 BIO 471 Advanced Cellular and Molecular Biology An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Fall) BIO 473 Animal Physiology A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215, and PHY 116 or 122 strongly recommended. Fall) BIO 474 Developmental Biology A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of devel- opment. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring) Microbiology BIO 476 An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215, junior standing. Spring) BIO 481 Ecology A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three one-hour lectures, four hours laboratory, some Saturday field trips. Prereq.: BIO 215, MPG 4 or h4AT 122 or MAT 163. Fall) BIO 491 Seminar (0.0 course) A weekly meeting of biology majors. Active participation by juniors and seniors is required, including oral presentations. Guest speakers are often invited. A noncredit requirement for the major. (Spring) BIO 495 Special Topics in Biology Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. Internships and Independent Study Courses: BIO 199 ( Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. (Prereq.: BIO 113, 114. P/N only) BIO 299 BIO 399 Directed Study lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. (Prereq.: BIO 215. P/N only) BIO 499 Independent StudyIResearch (Prereq.: BIO 215. P/N only) BUS, ACC, FIN, MIS, MKT 0 ur mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Majors The Department of Business Administration offers five majors: business administration (BUS), accounting (ACC) , finance (FIN), management information systems (MIS), and marketing (MKT). Specializations Within the business administration major there are three specializations: management, music business, and international business. Within the accounting major there are three specializations: general accounting, public accounting, and managerial accounting. Certificate Programs Faculty John C. Cerrito (Chair), Nora M. Braun (MIS Coordinator), C. Lee Clarke, Marc Isaacson, Amin E. Kader (International Business Coordinator), Ashok K. Kapoor (Finance Coordinator), Jim Kattke, Steven J. LaFave, Lori L. Lohman (Marketing Coordinator), Fekri Meziou, John Molloy, Thomas Morgan, Magdalena M. PalecznyZapp (Management Coordinator), Milo A. Schield, David G. Schwain, Kathryn A. Schwalbe, Stuart M. Stoller (Accounting Coordinator) Certificate programs in the Department of Business Administration are designed to meet the needs of working people looking for specific skills to help them in their job, or to pursue a new career. The Department offers certificates in information technology, business management, and finance through the Weekend College program. Graduation Requirements To graduate without intentionally taking courses in excess of the minimum number required (see page 75), students must avoid taking too many electives in the major or minor or exceeding the 13course limit per academic department (14 courses for accounting majors). Courses designated as ACC, BUS, FIN, MIS, and MKT are considered as being in the same academic department. Taking extra electives, or choosing a particular combination of major and minor may require students to complete more than the minimum number of credits required for graduation. Exceptions are noted in the major. - Business Administration 109 Internships Transfer students must complete at least four of the upper division courses required in the major at Augsburg or obtain an exemption from the department. Transfer courses must be approved by the department. Courses taken more than 10 years ago will not be accepted. Students are strongly encouraged to work with the Center for Service, Work, and Learning and department faculty to obtain an internship (BUS/ACC/FIN/MIS/MKT 399) during their junior or senior year. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Advisers should be consulted about internships. Advising International Business Students who plan to major in business administration, accounting, finance, MIS, or marketing are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to advising, departmental faculty can counsel majors on their careers, assist majors in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. The international business faculty actively support international study. For additional details, see the section on International Partners under International Studies in this catalog, or consult the departmental coordinator for international business or other overseas opportunities. Transfer Students Entrepreneurship Non-business majors are encouraged to take BUS 254 Entrepreneurship. T he major in business administration prepares students for professional careers in business administration or for graduate studies. The three specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. Business Core 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 260 Problem Solving for Business or MIS 270 Data Management for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics BUS 301 Business Law or PHI 300 Business Law and Ethics FIN 331 Financial Management Specialization in Management Business core plus 4 courses: BUS 340 Human Resource Management BUS 440 Strategic Management BUS 465 International Management MIS 376 Project Management or ECO 318 Management Science Specialization in International Business Business core plus 4 courses: BUS 362 International Business BUS 465 International Management MKT 466 International Marketing and one additional upper division course in either international business or international economics. Students must also complete three semesters of a foreign language (or equivalent). The language requirement may be waived for international students. Contact the international business coordinator for details on language equivalents or other sonfigurations. Specialization in Music Business See description and requirements in the Music section of the catalog. Combined Major in Business Administration and Economics Principles of Accounting I Principles of Accounting I1 Principles of Management Principles of Marketing Quantitative Methods for Business and Economics or FIN 331 Financial Management ACC 221 ACC 222 BUS 242 MKT 252 BUS 379 and one other upper division business administration, accounting, finance, MIS or marketing course. 11 courses including: ECO 112 Principles of.Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course -- Business Administration 111 Minor in Business Administration Six courses including: ECO 112 or 113, ACC 221 and 222, BUS 242, MKT 252, FIN 33 1 or BUS 379. Other configurations may be permitted with the approval of the department chair. Minor in International Business Six courses including: ECO 112 or 113, ACC 221, BUS 242 or MKT 252, and three courses in international business (one may be i n international economics). This minor is automatically completed while completing a major in accounting, MIS or marketing. Students should consult the area coordinator concerning acceptable alternatives i n international economics. BUS 105 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and theatre, arts administration, copyright, licensing, and recording. This course is also offered as MUS 105. BUS 242 Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. BUS 254 Entrepreneurship The process of transforming an idea into an organization that can market this idea successfully Examines the construction of a viable business plan with attention to the resources needed for success. BUS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) PHI 300 Business Law and Ethics (See Department of Philosophy for course description) BUS 301 Business Law Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. BUS 340 Human Resource Management Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242 or consent of instructor) 112 Business Administration BUS 362 International Business This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and BUS 242 or MKT 252, consent of instructor) BUS 368 Responding to the Challenge of Japan An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor) BUS 379 Quantitative Methods for Business and Economics How to read and interpret data to make better business decisions. Topics include descriptive statistics (emphasis on confounding and conditional reasoning) and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. (Prereq.: MIS 175 or 260 or 270 and either MPG 3 or completion of MAT 171. WEC-Additional sessions are required, usually on a weekday evening.) BUS 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242, 379, FIN 331, MIS 175, MKT 252) BUS 439 Risk Management and Insurance Analyzes exposure to accidental loss-its identification, measurement, and evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: FIN 331 and BUS 379) BUS 440 Strategic Management Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242) BUS 465 International Management This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Pre-req.: BUS 242) BUS 479 Intermediate Quantitative Methods for Business and Economics Advanced modeling using computer software. Specific topics may include multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. Fall: evening) BUS 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) 7 - Business Administration 113 Internships and Independent Study Courses: BUS 199 Internship See descriptions for this and other internship options (on-campus, off-campus. half credit) on page 93. BUS 299 Directed Study See description on page 94. BUS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. BUS 499 Independent Study/Research See description on page 94. T h e major in accounting prepares students for professional careers in a wide variety of accounting-related positions. This major has two tracks: general accounting and professional accounting. The general accounting specialization is adequate for a wide variety of positions. The professional accounting track includes two specializations: public accounting and managerial accounting. The public accounting specialization is recommended for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies. The two professional specializations relate to two professional designations: the CPA and the CMA. A certified public accountant (CPA) focuses on external reporting; a certified management accountant (CMA) focuses on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, accounting majors in the public accounting specialization are qualified to sit for the CPA examination after graduation. Effective May 2006, students will need to complete the equivalent of 150 semester hours of education to be licensed as Certified Public Accountants (CPAs) . This can be completed in four years through accelerated undergraduate work. Another option is to complete a four-year Bachelors degree plus a Masters degree. Accounting Core ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 260 Problem Solving for Business or MIS 270 Data Management for Business BUS 242 Principles of Management MKT 252 Principles of Marketing ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 379 Quantitative Methods for Business and Economics BUS 301 Business Law or PHI 300 Business Law and Ethics FIN 331 Financial Management ACC 322 Accounting Theory and Practice I ACC 323 Accounting Theory and Practice I1 ACC 324 Managerial Cost Accounting ACC 425 Advanced Accounting Students are encouraged to take the courses in the sequence given above. Specialization in General Accounting No additional courses required. Specialization in Public Accounting Accounting core plus: ACC 326 Tax Accounting; ACC 423 Auditing. (Exception to 13-course limit) Specialization in Managerial Accounting Accounting core plus ACC 424 Internal Audit and Management Consulting and MIS 375 Management Information Systems in the Organization. (Exception to 13course limit) - Accounting 115 Minor in Accounting Six courses including: ACC 221,222, FIN 331 or ACC 324, ACC 322,323 and one of the following: MIS 175, BUS 379, ECO 112, or 113. This minor is recommended for majors in MIS and finance. ACC 221 Principles of Accounting I Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. ACC 222 Principles of Accounting II A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221) ACC 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) ACC 322 Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) ACC 323 Accounting Theory and Practice II A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders' equity. (Prereq.: ACC 322) ACC 324 Managerial Cost Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221,222, BUS 242,379, MKT 252, or consent of instructor) ACC 326 Tax Accounting The more common and important provisions of -planning and compliance for income taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent of instructor) ACC 423 Auditing Internal and external auditing procedures. Emphasis on the CPAk role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323) 116 Accounting ACC 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Studenrs work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221,222, BUS 242,379, FIN 331, MIS 175 or 260 or 270, MKT 252) ACC 425 Advanced Accounting Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323) ACC 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: ACC 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. ACC 299 Directed Study See description on page 94. ACC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. ACC 499 Independent StudyIResearch See description on page 94. T he Finance major prepares students . for professional careers in corporate finance and the financial services industry. Besides careers in the financdaccounting area in all businesses large and small, this major leads to careers in banking, brokerages, insurance, and investment banking. Courses focus on financial theory and practice, investments, accounting theory, money and banking, and international finance. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA) conducted by the Association for Investment Management and Research (AIMR). - Finance 117 BUS 379 Finance Maior Finance Core Requirements 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 260 Problem Solving for Business or MIS 270 Data Management for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management MKT 252 Principles of Marketing Quantitative Methods for Business and Economics BUS 301 Business Law or PHI 300 Business Law and Ethics FIN 331 Financial Management Required Finance Courses 5 courses including: ACC 322 Accounting Theory and Practice I (Prereq: ACC 222) FIN 433 Financial Theory: Policy and Practice (Prereq: FIN 331) FIN 438 Investment Theory (Prereq: ENG 111 and FIN 331) FIN 460 International Finance (Prereq: FIN 331) EC0 315 Money and Banking (Prereq: ECO 112) FIN 240 Personal Finance Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement and estate planning. FIN 331 Financial Management This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure and working capital management. (Prereq: ECO 112 or ECO 113, ACC 221, and MPG 3) FIN 433 Financial Theory: Policy and Practice This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring and corporate governance. (Prereq: FIN 331) FIN 438 Investment Theory This is an introduction to investment decision making and portfolio management- theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. (Prereq: FIN 331) FIN 460 International Finance This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. (Prereq: FIN 331) T he major in management information systems prepares students for professional careers in information systems. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and program new systems. MIS is an extensive major (16 courses) and includes courses from computer science, mathematics, economics, business, accounting, finance and marketing as well as from MIS. If students have a weak computer background, they should also take MIS 175 for the major. MKT 252 MIS 260 MIS 270 MIS 375 MIS 376 MIS 475 MIS 476 Principles of Marketing Problem Solving for Business Data Management for Business Management Information Systems in the Organization Project Management Systems Analysis and Design Information Systems Projects Four required supporting courses: ECO 113 Principles of Microeconomics CSC 160 Introduction to Computer Science (co-requirement MAT 171) CSC 170 Structured Programming or CSC 240 Introduction to Networking and Communications MAT 171 Discrete Math for Computing (co-requirement for CSC 160) Minor in MIS Management Information Systems Major 12 courses in business, accounting, marketing, and MIS: BUS 242 Principles of Management FIN 331 Financial Management BUS 379 Quantitative Methods for Business and Economics ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 Seven courses including: MIS 175, ACC 221, BUS 242 or MKT 252, MIS 260 or 270, MIS 375, ECO 113, and one of the following: MIS 376 or ECO 318. Note: Completion of MIS 260 or MIS 270 satisfies any requirement for MIS 175. -MIS 119 MIS 175 Principles of Computing for Business An introductory course to develop understanding of basic computing concepts and specific skills in using microcomputer software (Windows, Word, Excel, Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving business-related problems using software, especially Excel. Students with a strong computer background should take MIS 260 or 270 instead of MIS 175. (Prereq.: MPG 2) MIS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. MIS 260 Problem Solving for Business This course applies advanced software capabilities like macros, Solver and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3. Completion of MIS 260 satisfies any requirement for MIS 175) MIS 270 Data Management for Business This course applies database management systems software capabilities to support the design and implementation of databases and related applications for the purpose of business data management. Students will write, test, and debug event-driven code in developing relational database applications. Students will also learn the fundamentals of multi-user data management in network and web environments. (Prereq.: MPG3. Completion of MIS 270 satisfies any requirement for MIS 175) MIS 375 Management Information Systems in the Organization Broad understanrhg of using idomration ?stems to ~ p p o r st ~ n k a t i o n a ~ objectives. Topics include snaregic planning md rises 01 inkmarion sy.;tems, busines procrrss analysis. and understnnding of the rechnolog architecture. (Prereq.: BUS 242 or MkT 252, and ENG 311 ) MIS 376 Project Management Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: MIS 175 or 260) MIS 475 Systems Analysis and Design Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. (Prereq.: MIS 260,270, and 375) 120 MIS MIS 476 Information Systems Projects Skills developed in previous courses are used to complete an actual project of systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475) MIS 495 Topics Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MIS 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. MIS 299 Directed Study See description on page 94. MIS 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. MIS 499 Independent StudyIResearch See description on page 94. T he marketing major prepares students for professional careers in a wide variety of marketing functions within both business and not-for-profit organizations. Career avenues include marketing research, product management, marketing communications (e.g., advertising, public relations, sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. In addition, a unique course in the major, "Building Working Relationships," provides an opportunity for students to examine interpersonal, group, and organizational relationshi~s. ' - Marketing Major ACC 222 BUS 242 MKT 252 PHI 300 FIN 331 MIS 175 Principles of Accounting I1 Principles of Management Principles of Marketing Business Law and Ethics Financial Management Principles of Computing for Business or MIS 260 Problem Solving for Business or MIS 270 Data Management for Business BUS 379 Quantitative Methods for Business and Economics Required Marketing Courses 6 courses including: MKT 352 Marketing Research/Analysis MKT 450 Marketing Management MKT 466 International Marketing INS 325 Building Working Relationships MKT 350 Consumer ~ehavior or MKT 354 Sales Management MKT 355 Marketing " Communications or MKT 357 Advertising Marketing Core Requirements 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ACC 221 Principles of Accounting I MKT 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. MKT 350 Consumer Behavior Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. (Prereq.: MKT 252 or consent of instructor) MKT 352 Marketing Research and Analysis Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. (Prereq.: MKT 252, BUS 379, ECO 113, or consent of instructor) 122 Marketing MKT 354 Sales Management Formulation, implementation, evaluation and control of sales force programs designed to cany out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas and compensation. (Prereq.: MKT 252 or consent of instructor) MKT 355 Marketing Communications Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 357 Advertising Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modem marketing and communications. Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 450 Marketing Management Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans. (Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor) MKT 466 International Marketing Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252) MKT495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MKT 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. MKT 299 Directed Study See description on page 94. MKT 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. MKT 499 Independent StudyIResearch See description on page 94. c hemistry is the science that examnes and works toward understanding changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the nsights of chemistry with physics, mathematics, and molecular biology opens vistas hat excite and offer opportunities to better he entire world. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education cumcuum is imperative if a chemist is to be both truly human and truly scientific. The department is on the list of approved schools of the American Chemical Society (ACS) and offers a chemlstry major that meets the chemistry backyound required by many fields. Consonant with these ideas, the Department of Chemistry has established h e following objectives to help its stulents develop into mature scientists: *To provide a course of study of suffi:ient rigor and depth to enable our graduktes who complete our ACS chemistry najor to compete successfully with their leers of similar ability in graduate school )r research positions. *To provide programs of study for proessional goals in addition to the tradition11positions as chemists. *To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. *To encourage students to take a broad view of their education and to integrate outside study areas with the sciences. *To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Ron L. Fedie (Chair), Arlin E. Gyberg, Joan C. Kunz, Sandra L. Olmsted BACHELOR OF ARTS Major in Chemistry CHM 115, 116 General Chemistry I, I1 or CHM 105, 106 Principles of Chemistry I, I1 CHM 351,352 Organic Chemistry I, I1 CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry I CHM 363 Physical Chemistry Laboratory I CHM 491 Chemistry Seminar (4 semesters) and two additional courses from: CHM 364 Physical Chemistry I1 CHM 367 Properties of Polymers 124 Chemistry CHM 464 CHM 481 CHM 482 CHM 470 BIO 367 Advanced Organic Chemistry Advanced Analytical Chemistry Advanced Inorganic Chemistry Principles of Medicinal Chemistry Biochemistry Also required: PHY 121, 122 MAT 145, 146 General Physics I, I1 Calculus I, I1 Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145, 146 in the freshman year and PHY 121,122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Chemistry for Pre-Medical Students Pre-medical students should plan to take at least three courses (and usually more) in biology. Students should consult members of the chemistry department for assistance in planning a course program early in their college career. BACHELOR OF SCIENCE American Chemical Society Approved Major 12 courses including: CHM 115, 116 General Chemistry I, I1 or CHM 105, 106 Principles of Chemistry I, I1 CHM 351,352 Organic Chemistry I, I1 CHM 353 Quantitative Analytical Chemistry CHM 361,363 Physical Chemistry and Laboratory I CHM 364,365 Physical Chemistry and Laboratory I1 CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry One course from: CHM 367 Properties of Polymers CHM 470 Principles of Medicinal Chemistry CHM 495 Topics in Chemistry Also required are: CHM 491 Chemistry Seminar (four semesters) MAT 145, 146, 245 Calculus I, 11,111 PHY 121, 122 General Physics I, I1 (should be taken in sophomore year) Recommended: Modem Physics, additional mathematics, research experience, reading ability in German, and computer proficiency. Departmental Honors Full ACS major; GPA of 3.5 in chernistry, mathematics and physics, 3.0 overall; one course or summer of approved research; participation in seminar. Minor Five courses that must include: CHM 105, 106 or CHM 115,116, CHM 351,352, and CHM 353. Note: credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. - Chemistry 125 Any course taken as a prerequisite for another course, including the first course in a two-term equence, must be completed with a grade of P, or 2.0 or higher. SCI 110 Natural Science I The first semester of a two-semester survey of Natural Science. This course focuses on the nature of science and major concepts of Physics and Chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of Natural Science. This course focuses on major concepts of Earth Science and Biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) f H M 100 Chemistry for Changing Times I Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemisuy. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: MPG 2. Fall) CHM 101 Chemistry for Changing Times II Second semester of the year-long course. Applies concepts from CHM 100 to environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM 100, MPG 3. Spring) EHM 105 Principles of Chemistry 1 Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding, energetics, and equilibrium. The sequence, CHM 105,106, is designed for students who have not studied chemistry in high school or who are less confidmr about their background in chemistry. Students may go into CHM 351 or 353 f m CHM 106 and major in chemistry. (Three hours of lecture, one three-hour T a b ~ r a t oP~rereq.: ~ MPG 2. Fall) I H M 106 Principles of Chemistry II CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium and the chemistry of the elements. (Three hours of lecture, one three-hour laboratory. Prereq.: CHM 105, MPG 3. Spring) I H M 115 General Chemistry I An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: high school chemistry, MPG 4. Fall) 126 Chemistry CHM 116 General Chemistry II A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 115. Spring) Chemistry I, II CHM 351,352 Organic Important classes of organic compounds with special emphasis on mechanisms and multi-step Descriptive material is correlated by means of . synthesis. . modem theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; spring: CHM 352) CHM 353 Quantitative Analytical Chemistry Cowrs graximetric and volumemc analysis and solution equilibrium in derail a d gives an inrroduction ta eIectrochemica1 and specmphotometric techniques of analyis. The labomto. involves quant5irauve analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one f m - h o u r laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall) CHM 361 Physical Chemistry I Covers three of the basic theoretical concepts of chemistry: thermodynamics, quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall) CHM 363 Physical Chemistry Laboratory 1 (.5 course) Physical Chemislry Laboratory introduces students to techniques of data collection and experimental applimtion of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM 361 or concurrent registration and ENG 111) CHM 364 Physical Chemistry II Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring) CHM 365 Physical Chemistry Laboratory 11 (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364 or concurrent registration. Spring) CHM 367 Properties of Polymers Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years) - Chemistry 127 CHM 464 Advanced Organic Chemistry Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR. L% NMR,and mass spectroscopy; use of the literature, and advanced ropics in organic spnth=is. (Three hours of lecture, sir hours of hborator)? Prereq.: CHM 352,353,361 or consent of instructor. Some reading knowledge of German is helpfrrl. FaU) CHM 470 Principles of Medicinal Chemistry Medicinal chmisay examines the organic chemisq of drug design znd drug action Students study the mechanisms of drug banspert across biological membranes. absorpdon. dismibntion, and dmg excretion; the relatienship beween smcture and activity molcnilz recognition process in dmg-receptor interactions; enzyme mechanisms: and the meiabohcpathmp by which dmgs are detoxified. -4lso studied are the concepv nsed in rhe design of therapeutic snbstances. (Prereq.: CtOn 352. BIO 367 i s se~ommended.Spring, al~ernare yc5d CHM 481 Advanced Analytical Chemistry Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour laboratory. Prereq.: CHM 353,361 or consent of instructor. Spring) CHM 482 Advanced Inorganic Chemistry Correlation of inorganic reactions using the electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory uses preparations of a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352,361 or consent of instructor. Fall) CHM 491 Chemistry Seminar (.O course) This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. CHM 495 Topics in Chemistry Study of a specific area building upon inorganic, analytical, physical, and organic chemistry. CHM 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) 128 Chemistry Internships and Independent Study Courses: CHM 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. CHM 299 Directed Study See description on page 94. CHM 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. CHM 499 Independent StudyIResearch See description on page 94. (Prereq.:junior or senior standing) c linical laboratory scientists perform complex biological, microbiological, and chemical tests on patient samples. They also use, maintain, and troubleshoot sophisticated laboratory equipment in the performance of diagnostic tests. The clinical laboratory scientist analyzes these test results and discusses them with the medical staff. Hdshe also possesses the skills required for molecular diagnostic tests based on DNA and RNA technologies. In addition, the clinical laboratory scientist will find opportunities in test development, experimental design, administration, and education. The cuniculum requires a minimum of six semesters on campus to complete the pre-requisite curriculum. Students spend an additional 12 months of clinical education in a hospital-sponsored, accredited program during their senior year. A bachelor of scieace degree is awarded at the satisfactory completion of all required course work. Admission to the clinical laboratory science major is on a competitive basis. Students apply for admission to the clinical laboratory science program early in the spring semester of the academic year just prior to the beginning of their professional studies, typically in the junior year. Formal acceptance into the hospital-sponsored program is based on the submission of an application for admission to the major, personal recommendations, review of academic performance, and interview with the Program Admission Committee. A minimum grade point average of 2.75 overall as well as in science and mathematics courses is strongly recommended. Acceptance into the hospital program is not guaranteed by the College. The hospital program affiliated with Augsburg is the Fairview Health Services. The program is in the process of receiving accreditation by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS), 8410 W Bryn Mawr, Suite 670, Chicago, IL. 60631, 773-7148880. During the clinical component in an accredited hospital program, students will register for 12.25 credits. The clinical phase routinely begins in June with anticipated graduation the following spring. Graduates of the program are eligible to sit for certification examinations offered by national certification agencies. Hospital affiliates of Augsburg College Fairview Health Services FUMC-University FUMC-Riverside Fairview-Southdale Fairview-Ridges Generalized four-year academic plan for Clinical Laboratory Science (CLS) majors To complete the program in four years, students must: a. achieve MPG 3 or 4, AND b. qualify for ENG 111, AND c. score above 45 on the critical thinking exam, AND d. do not require ENG 217/218, AND e. meet graduation skills requirements within the major and supporting courses, AND f. satisfy the Engaging Minneapolis requirement with BIO 1131114 130 Clinical Laboratory Science First year: Fall Term: BIO 113: Organismic Biology CHM 105 or CHM 115: General Chemistry REL 100: Search for Meaning Elective Spring Term: BIO 114: Genetics, Evolution & Ecology CHM 106 or CHM 116: General Chemistry ENG 111 Elective Second Year: Fall Term BIO 215: Cell & Development CHM 351: Organic Chemistry I Re1 200: Search for Meaning Elective Spring Term BIO 355: Genetics CHM 352: Organic Chemistry I1 MAT 163: Statistics (QR) Elective Third Year: Fall Term BIO 369: Biochemistry BIO 473: General Physiology Elective Elective Spring Term BIO 476: Microbiology BIO 4xx Immunology Elective Elective Fourth Year: Clinical Program Summer Session CLS 400: Introduction to CLS CLS 405: Body Fluids CLS 410: Clinical Hematology/Hemostasis CLS 415: Clinical Immunology CLS 420: Immunohematology Clinical Rotations: Fall & Spring Semester CLS 450: Applied Clinical Chemistry CLS 455: Applied Hematology/Hemostasis CLS 460: Applied Immunology CLS 465: Applied Immunohematology CLS 470: Applied Clinical Microbiology Fall Semester CLS 425: Clinical Chemistry CLS 430: Clinical Microbiology CLS 433: Virology/Mycology/Parasitology CLS 435: Molecular Diagnostics Clinical Rotations Spring Semester CLS 440: Laboratory Management & Education CLS 445: Research Design & Methods CLS 475: Advanced Applications in CLS CLS 480: Advanced Topics in CLS CLS 485: Advanced Studies in CLS BIO 490: Keystone course Clinical Rotations Special core requirement courses and professional courses must be completed with a grade of "C" or above. Students must meet all college graduation requirements including those for General Education, grade point, College residency and total credits. 0 ur discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative choices that are artful, ethical, and effective. Students who major in communication studies are concerned with: interpersonal relationships, mass media, public advocacy and social influence, group and organizational dynamics, and intercultural dimensions of communication. Prospective majors should meet with a departmental adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. Communication Studies Faculty Deborah Redrnond (Chair), Wes Ellenwood, Robert Groven, Daniel Hanson, David Lapakko 4 BACHELOR OF ARTS Communication Studies Major 12 courses overall-seven required core courses and five courses within one of seven emphases. For transfer students, at least six of these courses must be taken at Augsburg. Required of all Communication Studies majors: Public Speaking COM 111 COM 188 Forensics Practicum (noncredit) COM 321 Business and Professional Speaking or THR 350 Voice for Speech, Stage, and Screen or THR 360 Interpretive Reading Argumentation COM 351 Persuasion COM 352 COM 354 COM 355 Interpersonal Communication Small Group Communication One of the following: ENG 223, 225, 226, 227 Professional Communication Emphasis This area is intended for students interested in studying communication from an artistic and humanities perspective. It is appropriate for career interests such as: communication graduate school; other professional graduate programs (e.g. law school), rhetorical criticism, political communication and being a professional trainer, communication consultant, professional speaker, or speech writer. Five additional electives from the following: COM 329,345,399,495,499; THR 350,360; BUS 301,302; PHI 120, 241,260; POL 380,326,342,370,375; PSY 325, PSY 371; REL 383; SOC 362, SOC 363 Organizational Communication Emphasis Appropriate for: business related careers such as professional manager, sales, management consulting, technical consulting, internal communications, organizational or industrial consulting, human systems analyst or designer, and also graduate programs in organizational studies. Five additional electives from the following: COM 329,345,399,410,480, 495,499; BUS 242,340; CSC 160; INS 325; PSY 325,371,373; SOC 265,349, 375 Supervisory Management Emphasis Appropriate for students seeking management careers (see Organizational Communication electives) 132 Communication Studies Human Relations Emphasis Appropriate for students pursuing the study of how organizations manage their internal structure and personnel. People who work in this area deal with such issues as discrimination, work rules, employee relations, etc. Five additional electives from: COM 329,345,399,410; INS 325; PSY 373,485; SOC 231,265,349,375 Marketing Communication Emphasis Courses in this emphasis focus on the communication aspects of the marketingcommunication mix. This emphasis is particularly helpful for students interested in an organizational role in marketing communication. Five additional electives from: COM 329,399,410,480; BUS 252,352,355, 357,450; POL 342; INS 325 Public Relations and Advertising Emphasis Courses are designed to prepare students for the growing fields public relations, crisis management, as well as advertising and promotional communication. An internship in public relations, advertising, or a related field is required. Five additional electives from: COM 345,399,410,480; ART 132,224,225; BUS 242,252,355; INS 325; MIS 379; PSY 373; SOC 349, POL 342 Mass Communication and Journalism Courses are designed to prepare students for entry into television, film, journalism, e-media, (both performance and production), media criticism and policy, or graduate school in mass communication or journalism. Five electives from the following: COM 247,343,348,399,499: ART 132,215, 224,225,315,330,340; ENG 226,227, 241,327,347,445; POL 342,375; THR 232,325,333,350,360; BUS 254, INS 331 For All Seven Emphases We encourage all majors to participate in Augsburg's interscholastic foremics program. Day students are required to attend at least two interscholastic speech tournaments. Registering for and completing COM 188 (Forensics Practicum) is required to document participation. Students should be aware that the toumament season is essentially from October through mid-March, and should plan schedules accordingly. All day majors should plan to include at least one internship (COM 399) as one of their electives. Students may petition the department to include as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the departmental adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or department chair. Film Major The Augsburg film major reflects our belief that students are transformed through a well-rounded cumculum that encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist series. Students will gain experience in - Communication Studies 133 scripting, directing, editing, and acting for both 16mm film and digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as art, English, theatre, philosophy, communication studies, women's studies, and American Indian studies, to name a few. Film Faculty Deb Redmond (Program Director), Kristin Anderson, Julie Bolton, Michael Burden, Robert Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen, Doug Green, Martha Johnson, Elise Marubbio, John McCaffery, John Mitchell, Robert Thom Required of all Film Majors: Six Core Courses C O m H R 216 Intro to 16mm Film Intro to Cinema Arts ENG 241 ENG 495 History of Film COMITHR 420 Issues in Contemporary Cinema COM 247 Documentary THR 232 Acting Five electives (three must be upper division) must be chosen from the three defined tracks below in consultation with your advisor who is designated by the program director. Note that not all elective courses are offered every year, so altematives within the track may have to be chosen. Track #1 Production: This track is designed for students interested in producing films/videos. Electives include: C O m H R 495 16mm Film 11, COM 343 Studio Production, COM 348 Digital Video Production, COM 499 Independent Study, Art 132 Photography ART 215 Design for New Media I, ART 315 Design for New Media 11, ART 340 Digital Imaging, MUS 130 Intro to Music and the Fine Arts, THR 328 Stage Design. Track #2 Performance: This track is designed for students interested in acting and directing. Electives include: THR 333 Acting for the Camera, THRENG 325 Playwriting, THR 366 Stage Direction, THR 325 Stage Design, THR 360 Interpretive Reading, THR 350 Voice for Stage and Screen,THR 499 Independent Study, ENG 499 Screenwriting Track #3 Theory & Culture: This track is designed for students interested in analysis of film, film genres, and cultural context. Electives include: ENG 295 Writing for the Arts and Popular Culture, ENG 245 Introduction to Literature, ENG 480 Criticism, COM 499, INS 495 Indigenous Filmmakers, INS 264 American Indians in Cinema, WST/INS 481 Native American Women & Film, ART 240 Art History, PHI 260 Philosophy and the Arts, PHI 120 Ethics, SPA 248 Spanish and Latin American Culture Through Film, REL 309 Religion at the Movies Departmental Honors The honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. 134 Communication Studies Communication Studies Minor Six courses including: COM 111 Public Speaking POL 342 Mass Communication in Society or COM 343 Studio Production COM 35 1 Argumentation or COM 352 Persuasion COM 354 Interpersonal Communication COM 345 Organizational Communication or COM 355 Small Group Communication ENG 223,225,226 or 227 Film Minor Six courses including: ENG 241 Introduction to Cinema Art C O M H R 216 Introduction to 16mm Film THR 333 Acting for Camera COM 343 Studio Production C O M H R 420 Issues in Contemporary Cinema Plus one of the following: THRIENG 325 Playwriting THR 328 Stage Design COM 247 Documentary COM 348 Digital Video Production THR 366 Stage Direction INS 495 Indigenous Filmmakers Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. Prospective minors must obtain prior approval from a communication studies faculty adviser. Communication ArtsILiterature Teacher Licensure Major This major, which includes secondary education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of 2.0 in major courses and with a minimum cumulative GPA of 2.5 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the Department of English section of the catalog. COM 111 Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. (Note: Students may take either COM 111and 112 for credit, but not both. Fall, spring) COM 188 Forensics Practicum A non-credit experience in forensics. Students must attend two interscholastic forensics tournaments between October and March. (Fall, spring) -- Communication Studies 135 COMITHR 216 Introduction to 16 mm Film This course demonstrates the basics of 16 mm. filmmaking. The student will make short films that demonstrate the art and process of shooting in BIW. COM 247 Documentary A video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. COM 321 Business and Professional Speaking This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students' speaking skills. (Prereq.: COM 111 or 112) COM 329 Intercultural Communication This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Fall: alternate years) COM 343 Studio Production Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken concurrently with THR 333. (Fall) COM 345 Organizational Communication An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. (Fall: alternate years) COM 348 Digital Video Production This course combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.: COM 343 or 347) COM 351 Argumentation Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. (Prereq.: COM 111 or consent of instructor. Fall) 136 Communication Studies COM 352 Persuasion Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Prereq.: COM 111or consent of instructor. Spring) COM 354 Interpersonal Communication A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. (Spring) COM 355 Small Croup Communication A study of group dynamics and leadership with emphasis on decision making, leadership styles and conflict management. (Spring) COM 410 Communicating a Self in the Modern Organization Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Collateral readings, open dialogue, and individual projects. (WEC only) COMITHR 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema's larger societal value and impact. (Prereq: ENG 241 and JRISR standing) COM 480 Public Relations/PromotionaI Communication Public relations in the modem world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only) COM 495 Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. Internships and Independent Study Courses. COM 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. COM 299 Directed Study See description on page 94. COM 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. COM 499 Independent StudyIResearch See description on page 94. - See department listings for the following approved electives: ART 132 ART 224 ART 225 ART 330 BUS 242 BUS 252 BUS 340 BUS 352 BUS 355 BUS 440 BUS 450 CSC 160 ENC 226 ENC 241 ENC 347 INS 325 MIS 379 T he Augsburg computer science department strives to give students a sound theoretical and practical foundation in computer science. We offer both a B.A. and a B.S. major. The computer science curriculum places emphasis on networks, communications, and the use of computers as an information access tool. The coursework provides students a strong base in computer science, with emphasis on concepts rather than on applications. We - Computer Science 137 PHI 120 POL 342 POL 375 PSY 325 PSY 371 PSY 373 PSY 485 SOC 231 SOC 265 SOC 349 SOC 362 soc 375 THR 232 THR 325 THR 350 THR 360 encourage students to strengthen their coursework by electing an internship or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. Computer Science Faculty Lany Ragland (Chair), Larry Crockett, James Moen, Noel Petit, Charles Sheaffer, Karen Sutherland 138 Computer Science Principles of Computer Organization CSC 450 Programming Languages and Compilers I CSC 45 1 Programming Languages and Compilers I1 PHI 385 Introduction to Formal Logic and Computation Theory MAT 145 Calculus I MAT 146 Calculus I1 CSC 345 BACHELOR OF ARTS Computer Science Major 12 courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization CSC 450 Programming Languages and Compilers I CSC 45 1 Programming Languages and Compilers I1 PHI 385 Introduction to Formal Logic and Computation Theory MAT 114 Precalculus (or MPG 4) MAT 171 Discrete Mathematics for Computing (recommended) or MAT 145 Calculus I and two electives from CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design. MAT 355 Numerical Mathematics At least one elective must be an upper division course. BACHELOR OF SCIENCE Computer Science Major 16 courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms Two courses from: MAT 245 Calculus 111 MAT 246 Linear Algebra MAT 247 Modeling and Differential Equations MAT 271 Discrete Mathematical Structures (recommended) and three electives from: CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics At least two electives must be upper division courses. Computational Economics The computational economics major has been designed to serve students with need for some basic understanding of computer science and economics. The major requires six courses from computer science and six from economics with a required capstone independent study Students interested in this major should consult with the faculty in computer science, in economics. or one of the coordinators. Coordinators Jeanne Boeh, Department of Economics, Lany Ragland, Department of Computer Science - Computer Science 139 Major in Computational Economics 13 courses including: MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications or CSC 320 Algorithms or CSC 352 Database Management and Design CSC 345 Principles of Computer Organization ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 318 Management Science ECO 315 Money and Banking or ECO 415 Managerial Economics CSC 499 Independent Study or ECO 499 Independent Study Computational Philosophy Computational Philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires six courses from computer science and seven from philosophy with a required capstone topics course. Students interested in this major should consult with the faculty in computer science, in philosophy, or one of the coordinators. Coordinators David Apolloni, Department of Philosophy, Charles Sheaffer, Department of Computer Science Major in Computational Philosophy 14 courses including: MAT 171 Discrete Mathematics for Computing or MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 320 Algorithms CSC 373 Symbolic Programming and Artificial Intelligence PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 343 History of Philosophy 111: Early Modem and 19th Century Philosophy PHI 344 History of Philosophy IV Twentieth Century Philosophy PHI 365 Philosophy of Science PHI 385 Introduction to Formal Logic and Computation Theory PHI 410 Topics in Philosophy or CSC 495 Advanced Topics in Computer Science One upper division elective in philosophy Departmental Honors GPA of 3.5 in computer science major courses, GPA of 3.1 overall, and an independent study project. Computer Science Minor Six courses including CSC 160, 170, 210,345; and one upper division computer science course, and one of MAT 171 or h4AT 145. A course must be completed with a grade of 2.0 or higher to be counted as completing a major requirement. A course must also be completed with a grade of 2.0 or higher to count as a prerequisite for a subsequent computer science course. 140 Computer Science - CSC 160 Introduction to Computer Science and Communication An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, and the Internet, and programming. (Prereq.: MPG 3 ) CSC 170 Structured Programming A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, 1.5 hours of lab. Prereq.: CSC 160 and MPG 3; MAT 171 recommended) CSC 210 Data Structures Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, 1.5 hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT 145 or MAT 171) CSC 240 lntroduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 160 and MPG 3) CSC 272 UNIX and C Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 320 Algorithms A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The limitations of algorithms, Turing machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210, MPG 4, and one of MAT 145 or MAT 171) CSC 345 Principles of Computer Organization An introduction to computer architecture, processors, instruction sets, and assembly language programming. (Prereq.: CSC 210 and MPG 4) CSC 352 Database Management and Design Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) CSC 373 Symbolic Programming and Artificial Intelligence An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. Techniques for implementing such languages, including metacircular interpretation and garbage collection. Applications to selected problems from artificial intelligence. (Prereq: CSC 210) - Computer Science 141 CSC 431 Introduction to Al Robotics Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. (Prereq.: CSC 210) CSC 44.0 Advanced Networking and Operating Systems Network management; clientlserver databases and workstations; TCPAP and other network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 240 and 345) CSC 450 Programming Languages and Compilers I Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.: PHI 385, or concurrent registration, and CSC 320) CSC 451 Programming Languages and Compilers II Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345, CSC 450, and PHI 385) CSC 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. (Prereq.: Consent of instructor) Internships and Independent Study Courses: CSC 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. csc 299 Directed Study See description on page 94. csc 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. CSC 499 Independent StudyIResearch See description on page 94. A major in East Asian studies is offered through Augsburg and the other Associated Colleges of the Twin Cities (ACTC). This is an inter-college, interdepartmental program that is available as a result of the cooperation and cross-registration possibilities among Augsburg College, Hamline University, Macalester College, The College of St. Catherine, and the University of St. Thomas. The program pools the resources and expertise within the five institutions. This major enables students to acquire a broad knowledge of Japan, China, and other East Asian nations, and to gain a functional knowledge of the language of one country. Career opportunities for those who attain a liberal arts degree in East Asian studies include government service, international business, journalism, language instruction, Asian arts, and intercultural communication. The major provides a foundation for graduate work in various fields such as anthropology, economics, history, international relations, business, law, political science, sociology, and theatre. This major is also recommended for those interested in education and work with social and recreational agencies. East Asian Studies Faculty Martha Johnson, Director Major in East Asian Studies Nine courses are required for the major. Courses in the major must be preapproved by the campus adviser and are distributed as follows: four courses in an East Asian language; four additional courses, two of which must be upper division (strongly recommended that one of these be a history course on China or Japan); and an East Asian studies seminar. A term of study abroad and the completion of a minor in another discipline are strongly recommended. Study abroad opportunities for the semester or a year are available in Hong Kong, Japan, Korea, and the People's Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization. Language Courses Hamline University offers elementary and intermediate courses in Chinese. Macalester College and the University of St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University of Minnesota to take Chinese or Japanese languages (without extra tuition charges); see campus adviser. Non-majors may also take the Chinese and Japanese language courses. - East Asian Studies 143 Minor in East Asian Studies Five courses, no more than two of which may be in the language. Courses in the minor must be pre-approved by the campus adviser. A minor in East Asian studies provides exposure to an area of East Asia that would complement other disciplines. Note: Interim courses or new courses related to the East Asian Studies Program may be substituted when appropriate, with the consent of the campus adviser. Faculty advising is recommended at all stages of the major to plan a coherent and effective program. Each campus has a member on the ACTC East Asian studies committee who can assist students. The current advisers are: Augsburg-Martha Johnson, 612-330-1715; Hamline-Richard Kagan, 651-641-2433; Macalester-Yue-him Tam, 651-696-6262; St. Catherine-Helen Humeston, 651-690-6651; St. ThomasYoung-Ok An, 651-962-5621. Approved Augsburg College courses for the East Asian Studies Program (consult program director for ACTC listing of approved courses) : BUS 368 ENG 282 HIS 104 HIS 323 PHI 355 POL 282 POL 363 REL 356 THR 245 Responding to the Challenge of Japan Topics: Introduction to AsianAmerican Literature The Modem Non-Western World Modem China Asian Philosophy Understanding Asian America Russian and Chinese Foreign Policy History of Religions Introduction to Asian and Asian American Theatre Students may also take independent studies (299, 499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and approval of program director. T he Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers five majors. The economics major and the applied economics majors lead to careers in the business world or government. Computational economics provides a liberal arts entry into the field of computer science. The combined economics/business administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in political sciencdeconomics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider economics as a major or a minor. Students are able to combine an economics major with other disciplines such as business administration, international relations, mathematics, management information systems, political science, history, and area study programs. Students who are interested in any type of quantitatively oriented graduate program in economics or in business are encouraged to either major or minor in mathematics. These students should also take courses in computer science. Consult an adviser for specific course suggestions. Internships are recommended. Students must consult with the department chair and the internship office before registering for academic creht. Economics Faculty Jeanne Boeh (Chair), Keith Gilsdorf, Stella Hofrenning Major in Economics Economics Core: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 3 13 Intermediate Microeconomics ECO 480 Research Methods in Econometrics and three other upper division economics courses Supporting Classes Statistics Class: BUS 379 Quantitative Methods for Business and Economics Prerequisites: MIS 175 Principles of Computing for Business or MIS 260 Problem Solving for Business or MAT 163 Introductory Statistics Mathematits Class: MAT 114 Precalculus or MAT 122 Calculus for the Social and Behavioral Sciences or MAT 145, 146 Calculus I & I1 - Economics 145 Major in Applied Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 3 13 Intermediate Microeconomics ECO 480 Research Methods in Econometrics ECO 360 International Economics ECO 318 Management Science or ECO 415 Managerial Economics ECO 413 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study BUS 279 Quantitative Methods for Business and Economics or MAT 163 ENG 223 Writing for Business and the Professions PHI 120 Ethics or PHI 125 Ethics and Human Identity Major in Computational Economics See Computer Science. Combined Major in Economics and Business Administration Five economics courses: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course. Six accounting/business administration/MIS courses: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management MKT 252 Principles of Marketing FIN 33 1 Financial Management or BUS 379 Quantitative Methods for Business and Economics and one other upper division business course. Teacher Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students, therefore,should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Major in Political Science and Economics See Political Science. Departmental Honors GPA of 3.5 in the major and 3.0 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics ECO 112,113,312,313, and one additional economics upper division course. Other configurations may be permitted by consulting with the department chair. Note: Students who plan to major in the department are strongly encouraged to select a department adviser as soon as possible in order to carefully plan their program of study. 1 4 6 Economics ECO 110 Economics of Urban Issues This course studies the economic implications of many problems facing a metro-urban environment especially in the areas of education, housing and transportation and is designed for those students who do not plan to major in economics, business administration, or MIS. ECO 112 Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113 or 110. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 113 Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 219 History of Economic Thought A chronological study of the major economic thinkers in the political, economic, philosophical, and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking. (Prereq.: ECO 112 or 113) ECO 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economics problems and policies. ECO 31 1 Public Finance Analysis of the principles of taxation and public expenditures, the impact of fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113) ECO 312 lntermediate Macroeconomics Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. (Prereq.: ECO 112. Fall) ECO 313 lntermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113. Spring and alternate Winter Trimester) ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112. Fall and alternate Winter Trimester) - Economics 147 ECO 317 Comparative Economic Systems This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined andcompared to real-world variants. (Prereq.: ECO 112 or 113: Every 3 years) ECO 318 Management Science Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic dechons. Emp& is on applications such as transportation. marketing, portfolio selecrion, environmental, protectim, the shortest r m t e , and inventory models. (Pmq.:ECO 113, FvIfG 3. Fal? Trimester and Spring Semester) ECO 360 International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring: alternate years) ECO 365 Environmental Economics and Sustainable Development This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that arise in the process of economic development to better the standard of living of the developed and developing countries. (Prereq.: ECO 112 or 113. Every 3 years) ECO 41 3 Labor Economics Analysis of labor markets, labor as a factor of production, determination of wage collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 313. Spring: alternate years) ECO 415 Managerial Economics Integrates economic theory and corresponding practices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: BUS 279, ECO 313. On demand) ECO 416 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312, 313, MAT 122) ECO 480 Research Methods in Econometrics This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. Prerequisite(s): ECO 112, ECO 113 and ENG 111 ECO 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Internships and Independent Study Courses: ECO 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. (P/N Grading only.) ECO 299 ECO 399 Directed Study Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. (Prereq.: 50% of the major or consent of instructor. P/N grading only.) ECO 499 Independent StudyIResearch T he Department of Education maintains liberal arts-based teacher education programs that are accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendation for licensure to the State of Minnesota for elementary (grades K-8), secondary (grades 5-12) in biology, chemistry, communication arditerature, health, mathematics, physics, and social studies, and K-12 specialist licenses in visual arts, physical education, music, and dancdtheatre, and special education: E/BD (WEC only). Degree and/or licensure programs are available in both weekday and weekend formats. Weekend College degree and licensure programs are limited to elementary, communication arditerature, social studies, visual arts and special education. Additional teaching majors are available through the weekday program and open to weekday and weekend students who can take courses on a weekday schedule. All prerequisite, elementary core, and professional education courses except field work and student teaching are available on a weekend or weekday late afternoon1 evening schedule. Fieldwork and student teaching must be completed during regular weekday hours. All students must have some time available each term for field experiences. programs must apply for acceptance into the education department prior to beginning 300-400 level courses. State law requires completion of the PPST-PRAXIS I exam prior to beginning 3 0 0 4 0 level courses. Criteria for acceptance into the education department are available in the department. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing three exams prior to recommendation for licensure: PPST, Principles of Learning and Teaching Test, and a subject matter test. The education department offers nonlicensure majors in elementary education and education studies. Contact the department for details. The department also offers a special education minor which is described at the end of this section after course listings. All students are expected to obtain an education department adviser at the outset of coursework. All students are expected to become knowledgeable of programs and follow through with department policies. Handbooks outlining programs and policies are available through the education department. Student Teaching Abroad Selected education department students may participate in an international student teaching abroad program. Those interested in further information should contact the education deuariment at least one vear prior to student teaching. Students who teach abroad will do part of their student teaching in the Twin Cities area under direct ~~~~b~~~faculty supervision. - A graduate level licensure option is available in weekend format to those already holding a B.A. degree. Graduate courses taken for licensure can be applied . to a Master of Arts in Education degree. Contact the Education Department or Weekend College Admissions for information. Students in all degree and/or licensure L Note: Major changes in Minnesota teacher licensure were implemented in the fall of 2000. No one may be licensed under programs described in catalogs prior to 2002. 150 Education I Students who entered the College under earlier catalogs must comply with the requirements of the new licensure programs. Elementary Major and Licensure Requirements: Elementary education majors are required to complete the following nonmajor and major courses. To be licensed they must also complete an approved middle school specialty area and student teaching. Degree-seeking students may choose between bachelor of arts and bachelor of science Liberal Arts Foundation requirements in consultation with the department. Non-departmental core courses (requirements subject to change-see Education Department for most current list): ENG 111 Effective Writing HPE 115 Chemical Dependency (.5) Math sequence for non-math specialty students Option A is for students who have completed either one of the following courses. This is the old course sequence that is being phased out during 2004-2005. MAT 131 Math for the Liberal Arts MAT 132 Numeracy for Contemporary Society Option B is for students who have not taken either MAT 131 or 132. This is a new course sequence that will become permanent after 2004-2005. Math Placement what courses must be taken. Education Faculty Vicki Olson (Chair), Joy Bartlett, Chris Brown, Joseph Erickson, Jeanine Gregoire, Gretchen Irvine, Mary Jacobson, Anne Kaufman, Carol Knicker, Lynn Lindow, Susan O'Connor, Ron Petrich, Linda Stevens, Barbara West MPG 3: MPG 4: MAT 137 Math for Elementary Teachers I (required) MAT 138 Math for Elementary Teachers 11 (required) MAT 137 (optional) MAT 138 (required) Science sequence for non-science specialty students Option A is for DAY students who do not have college level science courses in their background. SCI 110 Natural Science I SCI 111 Natural Science I1 Option B is for WEC andlor transfer students with at least one college level science course accepted in transfer or for day students who have already started this sequence. PHY 103 Conceptual Physics PHY 114 Earth Science for Elementary Teachers or EED 200 Elementary Education Earth Science (summer school, only) BIO 102 The Biological World Major Courses Foundations Block I EDC 200 Orientation to Education in an Urban Setting (C) EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (,5) EDC 290 Topics: MN American Indians (.5) - Elementary Education 151 Foundations Block I1 (courses from this point and on require admissions to the department) EDC 3 10 Learning and Development (HI) Methods Block I EED 31 1 K-6 Methods: Health (.25) EED 312 K-6 Methods: Physical Education (.25) EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts/Children's Literature Methods Block I1 EED 341 K-6 Methods: Visual Arts (.25) EED 342 K-6 Methods: Music (.25) EED 350 K-6 Methods: Mathematics EED 360 K-6 Methods: Science EED 370 K-6 Methods: Social Studies/Thematic Studies (.5) EED 380 Kindergarten Methods (.5) Capstone Block EDC 410 Special Needs Learners EDC 480 School and Society Student Teaching Block EED 481,483,485 Student Teaching (2.03.0). Student teaching is required for licensure. Students with an elementary major who do not complete student teaching can graduate through the elementary education non-licensure major. Middle School Specialty Areas (requirements subject to change-see Education Department for most current list) Communication Arts Specialty ENG 225 Intermediate Expository Writing ENG 245 Introduction to Literature SPC 351 Argumentation (Pre-req.: SPC 111 or permission of instructor) EED 331 Middle School Writing Methods (.5) ESE 350 5-12 Methods: Adolescent Literaturmeading in the Content Areas Social Studies Specialty POL 121 American Government and Politics HIS 120,121 or 122 US History ECO 113 Microeconomics Choose 1: HIS 103: HIS 104; PSY 105; SOC 121; SOC 241 Human or Cultural Geography (take elsewhere-see Education Department for suggestions) ESE 311 Middle School Methods: Social Studies (.5) Math Specialty MPG 4 or MAT 114 Precalculus MAT 122 Calculus for the Behavioral Sciences or MAT 145 Calculus I MAT 163 Introductory Statistics or MAT 373 Probability and Statistics I MAT 252 Exploring Geometry MAT 271 Discrete Mathematics MAT 331 History of Mathematics ESE 331 Middle School Methods: Mathematics (.5) Science Specialty CHM 105 Principles of Chemistry I or CHM 115 General Chemistry I CHM 106 Principles of Chemistry 11 or CHM 116 General Chemistry I1 BIO 101 Human Biology BIO 102 Biological World PHY 116 Introduction to Physics PHY 106 Meteorology Geology (take elsewhere-see Education Department for suggestions) ESE 341 Middle School Methods: Science (.5) A minimum GPA of 2.5 overall, 2.5 in the major, 2.0 in the specialty area, and grades of P in student teaching courses are required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of two full courses graded P/N, plus student teaching, is the maximum allowed within - 152 fiementar)/ Education College. Licensure is obtained through a combination of graduate and undergraduate credits. The graduate credits can be used toward the MAE degree. Contact the Education Department for information. the elementary education major requirements. A graduate level elementary licensure option is available through Weekend point and on require admission to the education department.) EDC 310 Learning and Development I t is the responsibility of each student to meet all specific requirements of the education department and the subject area major. Secondary and K-12 licensure students are expected to have advisers in both their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry, communication artslliterature, dancdtheatre, health, mathematics, music, physical education, physics, and social studies. Methods Block I ESE 300 Readineriting in the Content Area ESE 325 Creating Learning Environments Methods Block I1 ESE 3XX K-12 or 5-12 Special Methods in Licensure Area Capstone Block EDC 410 Special Needs Learner EDC 480 School and Society (Wl/SW) Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College education department licensure program. These requirements are: baccalaureate degree, academic major in an approved teaching area, and completion of an approved licensure program. Student Teaching Block ESE 481,483,485 Student Teaching (2.03.0). (S) A minimum GPA of 2.5 overall, 2.5 in education, 2.5 in the teaching major, and P in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or better. Non-departmental requirements: ENG 111 Effective Writing HPE 115 Chemical Dependency (.5) Art, Dancenheatre, Music, and Physical Education Licensure (K-12) Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools ( 5 ) EDC 220 Educational Technology (.5) EDC 290 Topics: MN American Indians (.5) Foundations Block I1 (Courses from this ' Students preparing for licensure in one of these areas follow the secondary education program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take two to three courses in student teaching and do some student teaching at both the secondary and elementary (101 -snasu! 30 uo!sqmad p a d s ro luauuedap 01 uo~ss!urpapue ~ s d :.barard) d .pai~nba~ a~uauadxayIOMplaIa wuapnls ueqrn jo spaau uo snJoj 1e!~adspue 'sauonno mnurEem aaaqse sluapnls lie dlaq 01 saJrnosa1 pue sanbtuy~aluo qssqdu~q.ssaupayrB pue 'spaau ispads ;4q!qaqp qlpw sluapnls 30 Xpnls a q l l a u ~ e asi p a a ~~epadsa q l OLP3a3 (~uaunredap01 uo!ssppe pue ~ s d :.barad) d .aJuauadxa ylOMpla!d .suogaqdde uroorssqs uo p a q d s! qseqdma @pads .Bu~mealpue % u q x a l o lpaqdde SE s~rdolMoloq~Xsdleuogasnpa JO Xauns y 6u!nas 1euo!$e3np3ue u! $uawdola~aapup 6u!u~eal O L E Da] .arnqnJ pue 'aSen8ual 'holsq 'luamma~o% l e q y ue!pu~ ue~uaurypaseq slda~uospue 'map ppom 'luamos Iernqns 30 mapuaao u v (s-)sue!pul ue>!lauy NW :s3!dol - ~ p qa ~ d m o : , 062 Da] .asrnoD qq1 u1 papn~~u! aq 11" B u ~ e lalnduo3 a .suogetu!s Ku! -meay%u!q~ea~ 103 qeuawm pa-q-~a~ndmospue lenw-o!pne aAgDajJa 30 uog - e n p a pue 'uogsnpord 'uope~edard'uogJalaS .Bo~ouqsalleuogsn.11~~~ jo asn aq1 qBn01q1 uogesrunuIuIo330 suo!suamFp ~es!qdosol!qd pue 1~~!8oloqsl(sd (as~no:, r(601ouq3al leuope3np3 ozz D a j .amllnJ pue 'aK-e&ue~'hol -qq 'JU~UIUI~AOB 1aqg u e ~ p uu-e~uaurv ~ pasaq-~rlosauu~~q aspduro~1eq1 qdas ~ aagJaffg -1102 pua 'mapppom 'lualuos IertuIns aq1 puelsrapun : 3 'a3!1~erd JO p~epu~rls ~m ay, ? asrnoJ qql u! passarppe o s ~ y.saqunururoJ pue s ~ o o q mo ~ s l~edur!quamala asaql moq SE IIam SE X11'fuosrad sn ~ s e d sq a a u s ssauareme ue -oarals pu-e uogmquu~qp'axpnCard moq JO s~sX1me~ e ~ gpue appod 11 'suopelai u m n q p u h~~ s r a a pu m n q au!urma 11" as11103 s ! ~ sueipul u e q ~ a u v~ w / & ! s l a ~ ! a goz 3 a 3 s-) (Ku!pueis arouxoqdos '1I 1 3 ~ :.barard) g .pai~nbaramauadxa yiompIag u e q q .uralsXs ~ o o q umuamv ~s ay, jo suo!lapunoJ ps!qdosol!qd pue p u o 1 -qq uo qseqdurq .uo!ssqord 2u1q~aa1 aqljo mapuaao pue uoprno~dxalaam3 6u!nas ueqJn ue u! uo!$e>np] 01 uo!$elua!Jo 0 0 3~a 3 ' u 0 g ~ o 103 J ~suo!ssFurpv 3m '21->I sap& roj a ~ n s u a s ~ ro ~ u a a ~ e d uopmnpz~ aa ay, ~ s a u o - ~ pea1 suneI8ord uogesnpa rayseal uo!leJnpa -aFpan alenpeBrapun p u alenpeB ~ jo uog 1eJ!sXqd pue 's!snur 'aneay,psuep ' 1 ~ -eu!q11103 e q s n o q p a y a q o q arnsuasq . I O ~ ~uogesnpa UI - a a a ~ p >puayaaw q 8 n o q aIqEI!eAe D!snuI jo IoIaysaq arl, roj auaura~!nba s! uogdo arnsuaq Iaaal a~anpeBv ay, a~aldurosX11qssa3sns O ~ M auap 154 Elementary Education EDC 480 School and Society Emphasis on points of view about the role of school in modem society relationships with parents and community, collaborative models, leadership and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: PPST and admission to department) EED 200 Elementary Education Earth Science (summer, only) This course is designed to provide hands-on investigations that model modem inquiry learning and teaching strategies. It meet. the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 320 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience required. (Preq.: PPST and admissions to deparment) EED 330 K-6 Methods: Language Arts/ Children's Literature Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 331 Middle School Writing Methods (.5) This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication artditerature specialty. EED 341 K-6: Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 342 K-6: Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) - Secondary Education 155 EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: PPST and admission to department) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: PPST and admission to department) EED 370 K-6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. (Prereq.: PPST and admission to department) EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of degree program and program portfolio. ESE 300 ReadingIWriting in the Content Areas The study and use of a variety of middle school and secondaly techniques and resources to teach reading and writing through the content areas. Fieldwork experience required. (Prereq.: PPST and admission to department. Note: Students seeking the 5-12 Communication Artskiterature license do not need to take this course.) ESE 310 5-12 Methods: Social Studies Introduction to the teaching of h e social sciences in middle w d high schools. and Emphasis on insrmctiod s B ~ K ~ @ E mrriculum development Middle school portion required for elementary concenmtion in sock1 studies taught concurrently as ESE 311 Middle School Methods: Social Studies (-5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) iSE 320 iSE 325 5-12 Methods: Theatre/Dance . Introduction to the teaching of theatre and dance in schools. Emphasis on instructional strategies and cumculum development. Fieldwork experience required. (Prereq.: PPST and admission to the department) Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience required. (Prereq.: PPST and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course.) 156 Secondary Education ESE 330 5-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and cumculum development. Middle school portion required for elementaly concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 340 5-12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and cumculum development. Middle school portion required for elementary concentration in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 350 5-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and cumculum development. Also required for elementary concentration in communication artdliterature. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 351 5-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and cumculum development. Required for communication artditerature license. (Prereq.: PPST and admission to department) ESE 352 5-12 Methods: Media Literacy (.5 course) Introduction to the teaching of media literacy in middle school and high school. Emphasis on instructional strategies and cumculum development. Required for communication artditerature license. (Prereq.: PPST and admission to department) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and cumculum development. Fieldwork experience'required. (Prereq.: PPST and admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and cumculum development. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 481,483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K-12 licenses require two to three. Occurs upon satisfactory completion of licensure program and program portfolio. ENG 111 Effective Writing T h e special education EB/D major is available: only through Weekend College; deally, to people who are currently in schools working with students with this abel. This major leads to Minnesota teachng licensure in special education with a specialty in emotional/behavioral disabilities. Courses labeled SPE are to be taken during the final year of coursework while students are working in an EBD setting. Variations on this ideal are possible; see the Education Department for more inforrnation. A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. The Education Department intends to put in place a Special Education: Learning Disabilities program by academic year 2004-2005. Contact the Education Department or WEC Admissions for information. Required Non-major Courses: 3PE 115 Chemical Dependency (.5) Required Education Courses: EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) EDC 290 Topics: MN American Indian (.5) EDC 310 Learning and Development EDC 410 Special Needs Learner EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts/ Children's Literature EED 350 K-6 Methods: Math EED 360 K-6 Methods: Science SPE 315 Critical Issues Seminar SPE 400 Teaching Students with Emotional and Behavior Disabilities SPE 410 Implementing Assessment Strategies SPE 420 Planning, Design, and Delivery SPE 430 Instructional and Behavioral Practices SPE 440 Parent and Professional Planning SPE 481,483,485,487 Student Teaching Summer Practicum SPE 400 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability (Prereq: PPST and admission to the department) iPE 410 Implementing Assessment Strategies This course examines the assessment process from the pre-reforial to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: PPST and admission to the department) 158 Special Education SPE 420 Planning, Design, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST and admission to the department) SPE 430 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: PPST and admission to the department) SPE 440 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. (Prereq: ENG 111,PPST and admission to department). SPE 481, 483, 485, 487 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Student teaching occurs during the last year of coursework within an internship context. The special education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor is available through the weekday program. Required courses: EDC 410 The Special Needs Learner EDU 49 1 Practicum and Seminar in Special Education SOC 231 Family Systems: A CrossCultural Perspective PSY 102 or PSY 105 Choose one from the following: PSY 351 Developmental Psychology: Child PSY 352 Developmental Psychology: Adolescent and Young Adult PSY 353 Developmental Psychology: Middle and Older Adult Choose one from the following: SOC 265 Gender, Race, and Ethnicity SWK 260 Humans Developing SWK 301 History and ~ i l ~ sofi Social s Policy PSY 357 Behavior Analysis PSY 359 Psychological assessment Interested students should contact the director of special education at the outset of coursework. DC 410 DU 491 - Engineering 159 The Special Needs Learner (see EDC course descriptions) Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) A ugsburg College has cooperative rrangements with two universities to llow students to earn a bachelor of arts egree from Augsburg College and an engieering degree from either the University f Minnesota Institute of Technology, viinneapolis; or Michigan Technological Jniversity, Houghton, Michigan. Because f the special requirements and opportunies of these programs, early consultation vith the Augsburg engineering adviser is ecessary. Applications for these programs equire the recommendation of the ugsburg engineering adviser. Contact Jeff ohnson, Physics Department, 12-330-1070. Jniversity of Minnesota The Institute of Technology and ~ugsburgcooperative arrangement provides or two dual degree engineering programs: Bachelor of Arts/Bachelor of ingineering (B.A.1B.E.) enables students o receive a bachelor of arts degree from ~ugsburgCollege and a bachelor of engileering degree from the University of dinnesota. The program typically involves hree years at Augsburg and two years at he Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. Bachelor of ArtsIMaster of Engineering (B.A.1M.E.) enables students to receive a bachelor of arts degree from Augsburg College and a master of engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The cumculum is the same as the B.A.B.E. cumculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the university before proceeding through the graduate cuniculum. The number of such courses varies by IT department and area of emphasis within a department. 160 Engineering Application for admission into the B.A.N.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A.N.E. program are not guaranteed admission to the Institute of Technology. Michigan Technological University This program enables students to receive a bachelor of arts degree from Augsburg and a bachelor of engineering degree from Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and are recommended by the engineering adviser of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg engineering adviser. Financial Aid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. Minimum course requirements for admission to the dual-degree or three-two programs: CHM 115 General Chemistry CHM 116 General Chemistry CSC 170 Structured Programming ENG 111 Effective Writing PHY 121 General Physics I PHY 122 General Physics I1 Four mathematics courses are required: MAT 145 Calculus I MAT 146 Calculus 11 MAT 245 Calculus 111 MAT 247 Modeling and Differential Equations or PHY 327 Special Functions of Mathematical Physics Additional courses to meet general education requirements and a total of 24 courses at Augsburg. Normally MAT 145, 146 and PHY 121,122 are taken in the freshman year. Students interested in chemical engineering also should take CHM 351,352. T hose who study English believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life's complexity, experience life as others do, and better understand the world in which we live and work. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. The Augsburg Department of English integrates its program with the cultural opportunities of hvital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the opportunity to use and refine their skills through worlung in internships on and off campus, tutoring English Language Learners (ELL) students, or tutoring in the writing lab. Students with an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library sci- ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty Kathryn Swanson (Chair), Candyce Clayton, Robert Cowgill, Cass Dalglish, Suzanne Donksy, Douglas Green, Joan Griffin, John Harkness, Colin Irvine, Dan Jorgensen, Dallas Liddle, Roseann Lloyd, Elise Marubbio, John Mitchell, John Schmit, Cary Waterman, Susan Williams Major Nine courses above ENG 111,including: ENG 225 Intermediate Expository Writing ENG 245 Introduction to Literature One course in European literature: ENG 271 European Literature: Homer to Dante or ENG 272 European Literature: Renaissance to the Modem Period Two survey courses in British literature from: ENG 331 British Literature: Medieval to Elizabethan ENG 336 British Literature: 17th and 18th Centuries ENG 337 British Literature: The Romantics and the Victorians One upper division course in American literature: ENG 350 American Literature Before 1920 or ENG 351 American Literature Since 1920 One 400 level course Two additional electives 162 Enqlish Majors are encouraged to consult their departmental adviser regularly A student with a double major or special program that involves considerable work in the English department should also work closely with an adviser in the department. Communication ArtsILiterature Teacher Licensure Major Prerequisite: ENG 111 Major Requirements (12 courses) ENG 225 Intermediate Expository Writing ENG 226 Creative Writing or ENG 227 Journalism or one additional upper division literature course (ENG 350 or 351 recommended) ENG 245 Introduction to Literature ENG 271 or 272 European Literature ENG 345 Introduction to the English Language ENG 361 Studies in Modem Fiction ENG 399 Internship in Teaching Writing ENG xxx Upper division literature course (ENG 331,336,337, or 338/438 recommended) Note: If students choose two literature courses, one must be in American literature (ENG 350 or 351) and one must be in British literature (ENG 331, 336, 337, 338/438). SPC 112 Contest Public Speaking SPC 343 Broadcast Production I SPC 352 Persuasion SPC 354 Interpersonal Communication Experiential Requirement (no credit) One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to department approval) Special Methods (two courses) ESE 350 5-12 Methods: Literature and Reading ESE 351 ESE 352 5-12 Methods: Speaking and Listening 5-12 Methods: Media Literacy (.5 course) Additional ESE and EDC courses are required for licensure. They include EDC 200,210,220,310; ESE 300; EDC 410, 480; student teaching. Contact an education department adviser for information. This major is only for those who seek to be licensed in communication artdliterature. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or a speech major. Students are encouraged to take courses toward their major during the freshman and sophomore years, and apply for the education licensure program no later than the spring of their junior year. Students in this program must work with advisers in the English department and the education department in order to meet the professional requirements within the education department as well as the requirements for the major. Departmental Honors GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early Oct. in senior year for department approval. Submit and defend paper before faculty committee. Honors project may be an independent study program (refer to departmental guidelines). Minor Five courses above ENG 111, including ENG 245; an upper division literature course; and an additional writing course. - English 163 Concentration in Writing Five courses in writing (above ENG 11l), including ENG 225 and one upper division course in writing. Transfer Students required to enroll in ENG 101 Developmental Writing where they receive more individual instruction than is possible in ENG 111 Effective Writing. These students must pass ENG 101 Developmental Writing with a grade of 2.0 or higher before enrolling in ENG 111Effective Writing. Transfer English education students with a B.A. in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. Students in Effective Writing (ENG 111) and Developmental Writing (ENG 101) can elect the traditional grading system or P/N grading in consultation with their instructor up through the last week of class (without special permission/petition). Students who choose to receive a traditional grade in either course will receive a grade of N (one time only) if their work is below a 2.0. A student who repeats ENG 101 or 111 a second time and does not receive a grade of 2.0 or higher, will receive a grade of 0.0. The Enqlish Placement Test Prerequisites A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who do not show competence in composition skills-such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences--are ENG 111 Effective Writing is strongly recommended but not a prerequisite for a lower division literature course. Prerequisite for an upper division literature course is ENG 245 Introduction to Literature and/or consent of the instructor. Note: Transfer undergraduate majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. ENG 101 Note: First day attendance in all writing courses is mandatory for a student to hold hislher place in the course. Developmental Writing A preparatoly course for ENG 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. ENC 111 Effective Writing Emphasis is on exposition, including learning research techniques and writing . critical reviews. Attention is given to increasing students' effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. 164 English ENC 216 American Indian Literature American Indian literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. ENC 217,218 English as a Second Language Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ESL requirement is met. Students continue in ESL until the requirement is completed but can receive credit for only two courses (Fall: ENG 217; Spring: ENG 218) ENC 223 Writing for Business and the Professions A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters, and proposals is emphasized. Students are encouraged to use material from their own areas of specialization. (Prereq.: ENG 111) ENC 225 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing (ENG 111). Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111) ENC 226 lntroduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENG 111) ENC 227 Journalism An introductory newswriting course with emphasis on writing for the print and broadcast media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. An introduction to legal and ethical questions is included. (Prereq.: ENG 111) ENC 236 Women and Fiction A study of novels and short stories by women. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experiences in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. ENC 241 lntroduction to Cinema Art An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected esthetic movements. (Spring) - English 165 ENC 245 Introduction to Literature An initiation into the formal study of fiction, poetry, and drama, drawing on works from several periods, different cultures and races, and male and female writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature. ENC 251 Readings in American Literature An introduction to selected texts of literary and historical importance that yield an understanding of our Westem heritage and contemporary American world views. Themes could include the emergence of a national identity, the shaping of a collective American memory, and the contributions to American thought by women and people of color. ENC 271 European Literature: Homer to Dante Study of major works of Greek and Roman literature, including Homer, Virgil, Aeschylus, Sophocles, and Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Fall) ENC 272 European Literature: From the Renaissance to the Modern Period Study of masterpieces of literature, chiefly European, from the medieval to the modem period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. (Spring) ENC 282 Topics in Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. ENC 331 British Literature: Medieval to Elizabethan A study of Chaucer and the medieval milieu, as well as the development of English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 336 British Literature: 17th and 18th Centuries Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual, and social influences and the major literary movements. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 337 British Literature: the Romantics and the Victorians A study of major writers of the 19th century, emphasizing Romantic and Victorian poetry, Victorian prose, and two or three novels of the period. Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 338 Shakespeare Study of the bard's major plays-comedies, histories, tragedies, and romances -for their literary, dramatic, and cultural significance. Taught in conjunction with ENG 438. (Prereq.: ENG 245 or junior standing or consent of the instructor. Spring) 166 English ENC 341 Advanced Creative Writing The purpose of this course is to help the experienced student improve creative writing in a single genre, as announced in the class schedule. (Prereq.: ENG 226 or consent of instructor on the basis of submitted work.) ENC 345 Introduction to the English Language A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Students are introduced to the primary components of linguistics, and the development of the English language. (Prereq.: ENG 245 or consent of instructor.) ENC 347 Quantitative Journalism:Computer-Assisted Reporting and Research This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository essays and news reports. This course is designed for persons wishing to explore the use of computer-assisted research and those preparing to enter the communication professions. (Prereq.: ENG 225 or ENG 227 or consent of instructor. MPG 3.) ENC 350 American Literature Before 1920 Reading of selected writers from colonial times to the beginning of the 20th century. Attention given to the intellectual, social, and literary movements that stimulated the writers. The writers' continuing influence on our modem sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 351 American Literature Since 1920 Writers are selected to represent the literary variety and the regional, ethnic, and racial diversity of the men and women who have responded significantly in literary works to the changing conditions of modem American life. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 361 Studies in Modern Fiction Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 382 Topics Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.: ENG 245 or consent of instructor) All 400-level courses will involve some reading and study of literary criticism or; in the case of writing classes, of what writers andlor composition theorists have to say about writing. ENC 436 Women and Fiction A study of novels and short stories by women. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. Reading of theoretical essays. (Prereq.: ENG 245 or consent of instructor) ENC 438 Shakespeare Taught in conjunction with ENG 338 (see above). Includes exposure to Shakespeare criticism. (Prereq.: ENG 245 or consent of insmctor. Spring) - English 167 ENC 445 Creative Non-Fiction: Advanced Expository Writing Designed for the self-motivated writer, the course emphasizes the conventions of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. (Prereq.:ENG 225 and consent of instructor. Alternate years) ENC 480 Criticism The course focuses on a variety of recent critical theories with which graduate programs in English, as well as in women's and cultural studies, expect familiarity, including feminist, poststructuralist, and historicist approaches. In a seminar setting, students read and discuss original theoretical essays and experiment with applications to a small group of literaly and cinematic texts. (Prereq.: ENG 245 or consent of instructor. Alternate years) ENC 482 Topics in Language and Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.: ENG 245 or consent of instructor) See department listing for a description of the following approved elective: THR 325 Playwriting Internships and Independent Study Courses: ENC 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. ENC 299 Directed Study See description on page 94. ENC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. Note: The internship in Teaching Writing requires completion of ENG 225 and approval of the department chair. ENC 499 Independent StudyIResearch See description on page 94. Open to junior or senior English majors with an overall GPA of 3.0 and consent of department chair. FILM See listing under Communication Studies. FINANCE See listing under Business Administration. FOREIGN LANGUAGES See listing under Modem Languages. FRENCH See listing under Modem Languages. S ome courses help to integrate learning around topics in ways that are different from the more traditional disciplines. General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating faculty CST 009 Cooperative Education (.O course) A non-credit notation recognizes the academic learning inherent in an approved co-op education work assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center for Service, Work, and Learning. No course credit. CST 100 Critical Thinking Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the entry Critical Thinking Assessment are required to complete GST 100. Students who have passed the Critical Thinking Assessment may take the class only with the permission of the instructor. CST 140 Introduction to the Liberal Arts An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be taken by students who have completed eight credits. CST 200 Quantitative Reasoning/StatisticaI Literacy Critical thinking about statistics as evidence in arguments. Focus on association, causation, observational studies, experiments, risk, confounding, bias and chance. Review common techniques involving statistical opportunism. Study conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs. Use standardization to take into account the influence of confounders. Analysis of statistically-basedarguments. Emphasis on interpretation, evaluation and communication. (Prereq.; MPG 3.1 GERMAN See listing under Modem Languages. HEALTH AND PHYSICAL EDUCATION-HPE 169 v irtually all students at Augsburg College will interact at some point in their college years with the ~ e ~ a r t k eof nt Health and Physical Education. It is the philosophy of the department to provide quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the gifted athlete as well as the recreational participant will find ample opportunity for athletic and developmental activities. The physical education department provides the organizational framework for a wide range of educational experiences, including several major and minor programs: general education in physical education; men's and women's intercollegiate athletic programs; intramural programs for men and women; and athletic facilities for developmental and recreational activities. The health education department prepares students for careers in school health education and wellness. This program offers a comprehensive health component in examining prevention and promotion needs for individuals, schools, and the community. All health and physical education majors seeking licensure must receive a grade of 2.0 in all courses with an HPE prefix applying to the major. Health and Physical Education Faculty 4 HEALTH EDUCATION Health Education Major HPE 101 Fitness For Life HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 316 Human Sexuality HPE 320 School Health Curriculum (Fall: even years) HPE 356 Measurement and Assessment in HPE HPE 390 Instructional Methods and Materials (Fall: odd years) HPE 410 Administration and Supervision of the School Health Program (Fall: even years) HPE 450 Current Health Issues (Fall: even years) Anatomy and BIO 103 Physiology PSY 201 Health Psychology PSY 351 Developmental Psychology: Child or PSY 352 Developmental Psychology: Adolescent and Young Adult Must have instructor's certification for CPR and first aid. urna an Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may ddfer slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. ' Marilyn Florian (Chair), Brian Ammann, Lisa Broek, Carol Enke, Paul Grauer, Alvin Kloppen, Jack Osberg, Joyce Pfaff, Missy Strauch, Eileen Kaese Uzarek 170 Health and Physical Education A Bachelor of Science degree is available for the teacher licensure major. Consult your faculty adviser for Augsburg Core Curriculum requirements under the Bachelor of Science option. Minor HPE 101, 110,114,115,316,320,390, 450. BIO 103. PHYSICAL EDUCATION ' Physical Education Major HPE 101 Fitness for Life HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 210 Introduction to Physical Education HPE 220 Motor Learning HPE 254 Introduction to Development1 Adapted Physical Education HPE 275 Prevention and Care of Athletic Injuries HPE 324 K-6 PE Games and Activities HPE 334 7-12 Sport Skills and Activities HPE 335 Outdoor Education HPE 340 Organization and Administration of Physical Education Programs HPE 350 Kinesiology HPE 351 Physiology of Exercise HPE 356 Measurement and Assessment in HPE HPE 473 Physical Education Curriculum BIO 103 Human Anatomy and Physiology Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for the teacher licensure major. Consult your faculty adviser for Augsburg Core Curriculum requirements under the Bachelor of Science option. Minor HPE 101, 115, 210, 223,231,232,351. There is no PE teaching minor in Minnesota public schools. Coaching (not a major) Minnesota Board of Teaching Statute 3512.3 100 Employment of Head Varsity Coaches of Interscholastic Sports in Senior High Schools requires: HPE 114 Health and Safety Education HPE 275 Prevention and Care of Athletic Injuries HPE 280 Coaching Theory (Fall, even years) -- - Health and physical Education 171 HEALTH EDUCATION HPE 101 Fitness for Life A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall and Spring) HPE 110 Personal and Community Health Modem concepts and practices of health and healthful living applied to the individual and the community (Fall) HPE 114 Health and Safety Education (.5 course) Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) HPE 115 Health and Chemical Dependency Education (.5 course) An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, Spring) HPE 316 Human Sexuality A study of the psychological, social, and biological components of human sexualiry. (Spring) HPE 320 School Health Curriculum (.5 course) Techniques for developing a course of study in school health, based upon growth and development, for grades K-12. Examination of "standards" and pedagogy for health education, curriculum, and assessment included. (Fall: even years) HPE 356 Measurement and Assessment in HPE Survey of basic statistical procedures, standards, assessment and evaluation of tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either HPE 110 or HPE 210 and 220. Fall) HPE 390 Instructional Methods and Materials in Health Education Principles and methods of instruction applied to health education grades K12. Emphasis upon teachingearning strategies and student assessment. Evaluation and development of materials included. (Fall: odd years) HPE 410 Administration and Supervision of the School Health Program (.5 course) Historical background, legal basis, and school health services relationship to community and school health programs and resources. (Fall: even years) HPE 450 Current Health Issues (.5 course) This course uses "critical thinking" skills to examine current health issues in text and media from a sociological,political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years) 172 Health and Physical Education PHYSICAL EDUCATION HPE 001 Foundations of Fitness (.O course) This course is required of all Augsburg students. It seeks to improve the student's knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong health and well being. This course is designed to not only provide knowledge but also to discuss and analyze ways an individual can assess, monitor, motivate and discipline himherself to maintain a lifestyle of fitness and wellness. HPE 002, 003 Lifetime Activity (.O course) Lifetime Activity courses are designed to improve proficiency in a selected physical activity. Students will be able to understand and demonstrate basic skills, strategy and rules of the activity. (Fall, Spring) HPE 101 Fitness for Life A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall, Spring) HPE 210 (.5 course) Introduction to Physical Education History, principles, and philosophy of physical education and sport. (Spring) HPE 220 Motor Learning (.5 course) The study of the processes associated with developing motor skills relative to physical activity (Spring) HPE 254 lntroduction to Developmental/Adapted Physical Education (.5 course) A general overview of developmentalladapted physical education from early childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall) HPE 275 Prevention and Care of Athletic Injuries (.5 course) Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. (Prereq.: HPE 114. Spring) HPE 324 K-6 PE Games and Activities This course integrates theory and practice in teaching age and skill appropriate activities to elementary students. (Spring) HPE 334 7-12 Sport Skills and Activities Theory and practice in skills, teaching and officiating selected sports activities. (Fall) HPE 335 Outdoor Education (.5 course) A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. (Prereq.: HPE 101, HPE 114, HPE 210. Split falllspring, even years) - I Health and Physical Education 173 HPE 340 Organization and Administration of Physical Education Programs (.5 course) A survey of management, leadership, and decision-making for physical educa- tion and athletic programs. (Prereq.: HPE 210. Fall) HPE 350 Kinesiology Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prereq.: BIO 103. Fall) HPE 351 Physiology of Exercise The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. (Prereq.: BIO 103. Spring) HPE 356 Measurement and Assessment in HPE Survey of basic statistical procedures, standards, assessment and evaluation of tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either HPE 110 or HPE 210 and 220. Fall) HPE 365 Physical Education Methods (K-6) Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult w i d department chair for prerequisites. Fall) HPE 368 Physical Education Methods (7-1 2) Procedures, materials, and issues for teaching physical education in secondary schools. (Consult with department chair for prerequisites. Spring) HPE 473 Physical Education Curriculum (.5 course) Examination and preparation of materials and resources for physical education with laboratory experience. (Prereq.: HPE 210. Fall) Internships and Independent Study Courses: HPE 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. HPE 299 Directed Study See description on page 94. HPE 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. HPE 499 Independent StudyIResearch See description on page 94. Open only to junior or senior majors. H istory is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J. R. Strayer expressed it this way: "No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community." The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in several fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. History Faculty Jacqueline devries (Chair), Phil Adamo, Bill Green, John Gregg, Don Gustafson, Chris Kimball medieval, modem Europe, U.S., and nonWestern. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be upper division. Departmental Honors GPA of 3.6 in the major and 3.0 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. First-year students should enroll in one or more of the 100-level courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. Prerequisites Major Nine courses (including HIS 280 and 480). At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper division course (300- and 400-level). See instructor for permission. - History 175 Transfer Students Transfer students planning a major must normally take at least three of their HIS 101 courses at Augsburg including HIS 280 and 480. A minor normally requires two courses taken at Augsburg. The Beginning of Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. HIS 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. HIS 103 The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. HIS 104 The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. HIS 120 America to 1815 A survey of the contacts between American, African, and European cultures and the political, religious, and racial diversity that formed colonial life, including a study of independence, expansion, and democratization of the new republic. HIS 121 19th-Century U.S. A survey emphasizing cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and Reconstruction. HIS 122 20th-Century U.S. A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal government, the implications of increasing racial and ethnic diversity, and the impact of affluence. HIS 1501350 Cultural Conflict and Change in Latin America An exploration of selected topics and case studies in Latin American history from Pre-Columbian times through the conquest and colonial periods up to modem Latin America. Additional readings and written assignments will be required for upper-division students. (Prereq.: Consent of instructor required for HIS 350) 176 History HIS 1621462 20th Century South Asia This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. (Prereq.: Consent of instructor required for HIS 462) HIS 195 Topics in History An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. HIS 225 History of the Twin Cities The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. HIS 234 Minnesota History This course examines the racial, ethnic, political and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. HIS 241 Topics in African American History Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 242 History of African American Civil Rights, 1619-1915 A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. HIS 243 History of African American Civil Rights, 1915-1972 A continuation of HIS 242 with special emphasis on the contributions of W. E. B. DuBois, Marcus Gamey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. HIS 249 The Designed Environment (See Department of Art for course description) - History 177 HIS 280 The History Workshop This course introduces history majors and minors to the historian's craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. HIS 282 The History of Women Since 1850 This course examines in comparative perspective women's changing political, economic, social and sexual status since the nineteenth century, with attention given to social, racial and ethnic, and sexual differences among women. HIS 311 Topics in Women's History Exploration of selected topics in women's history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. HIS 323 Modern China A selective treatment of Chinese history since the Opium War of 1839; the erosion of China's isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. HIS 331 Topics in U.S. History In-depth exploration of selected topics in U.S. history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 332 History of U.S. Foreign Relations A survey of U.S. foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, the emergence of the U.S. as an economic and military power. HIS 335 American Urban History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. HIS 336 American Labor History A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. HIS 338 American Legal History An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modem legal system. 178 History HIS 343 American WestIFrontier History An examination of the history of the American West as place (real and imag- ined) and process (shifting hests' or frontiers) from the colonial period to the present. Special emphasis on changing interpretations of the American West and the importance of the West in shaping American culture and society. HIS 346 Namibia and South Africa: A Historical Perspective A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (See page 179 in International Studies.) HIS 348 Russia and the Soviet Union in the 20th Century An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. HIS 349 The Designed Environment (See Department of Art for course description) HIS 350 Cultural Conflict and Change in Latin America For course description, see HIS 150 HIS 352 Modern Germany A survey of the social, political, and cultural development of modem Germany, focusing on the question of Germany's sondenveg (special path) and examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust. HIS 354 Modern Britain and the Commonwealth This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. HIS 355 Cultural Conflict and Change in Latin America A version of HIS 350 taught on-site in Mexico through Augsburg's Center for Global Education. Cross-listed with Women's Studies. HIS 360 The Ancient Near East and Greece to 338 B.C. Civilization of the Near East from earliest times through its extension and elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions. HIS 361 Hellenistic Greece and Rome to 330 A.D. Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the world's greatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process. - History 179 HIS 369 The Early and High Middle Ages This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the "traditional" political narrative, it also looks at social, economic, and cultural aspects of medieval life. HIS 370 The Late Middle Ages to 1560s A study of the scholastic tradition and the role of the Church and state, emphasizing modifications of these institutions by the Italian Renaissance and the early years of the Reformation. HIS 374 Medieval Crusades This course examines Western Europe's crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to "take back" the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will examine such issues as Pilgrimage, Holy War, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. HIS 378 Medieval Church This course examines the history of the medieval church from Constantine the Great to Martin Luther (c.300 to c. 1517 AD) It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL 378. HIS 440 Topics in World History This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. HIS 462 20th Century South Asia For course description, see HIS 162. HIS 474 The World and the West Europe's discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. HIS 480 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Permission of the instructor is required. (Prereq.: HIS 280. Generally offered Fall and Spring terms.) 180 History Internships and Independent Study Courses: HIS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. HIS 299 Directed Study See description on page 94. A maximum of one course in directed study may be applied to the major. HIS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. HIS 499 Independent StudyIResearch See description on page 94. A maximum of one course in independent study may be applied to the major. (Prereq.: 3.5 GPA in history) T he Honors Program is rooted in the Augsburg Core ~u&ulum. As such it is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a cumculum that: Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills; Calls for common inquiry into questions of Christian faith and the search for meaning; and, Cultivates the transformative discovery of, and appreciation for, one's place of leadership and service in a diverse world-vocatio and caritas. The Honors Program recasts this distinctive mix by underscoring the public uses of knowledge, by recognizing that intelligence expresses itself in many ways, and by embracing an intentional interdisciplinarity in its cumculum. While celebrating the signature elements of the Augsburg Core Cumculum, the Honors Program transposes them to a new key, even a kind of academic jazz, in which committed students are encouraged to traverse new domains and improvise novel themes appropriate to new circumstances. The Honors Program is a community of people who are committed to achieving an exceptional education by exploring the many dimensions of fundamental ideas. Fundamental ideas such as "all people are - Interdisciplinary Studies 181 created equal" and "all knowledge begins with experience" shape our construction of the valuable, our deliberations regarding the ethical, and even our identification of the factual. Honors education believes that when we engage freely in Socratic dialogue about knowledge and wisdom, we find our noblest calling as people. The Honors Program strives to provide an enriched environment in which the pivotal questions of human experience can be explored and the skills to navigate a complex world can be mastered. Honors students learn the value of interpersonal networking and team-generated solutions to new problems that emerge in dynamic, worldwide markets and evolving political realities. In fact, graduation from the program is advantageous for graduate school admission or career placement. I nterdisciplinq studies programs draw . upon and combine coursework from multiple academic disciplines to provide both broad perspective and in-depth focus on an area of study Through interdisciplinary programs and courses, students can gain greater insight and understanding of cultures and perspectives different from their own. Augsburg offers a number of majors that are interdisciplinary in nature. They include: In addition to completing the Honors Program courses that fulfill Augsburg Core Cumculum requirements, students complete the language requirement (if it is a requirement for their degree), Foundations of Fitness, the lifetime activity course, Effective Writing, any required entry level assessments, and graduation skill requirements. Students may enter the Honors Program at three points (first or second semester of first year; first semester of second year). Students must fulfill requirements of all four years to complete the Honors Program and thereby satisfy the Augsburg Core Cumculum requirements. Contact the director for additional information about the Honors Program curriculum and academic requirements. American Indian Studies East Asian Studies (ACTC) International Relations Metro-Urban Stumes Nordic Area Studies Russian, Central, and East European Area Studies (ACTC) Women's Studies (ACTC) These majors, their descriptions and requirements are listed alphabetically within the Departments and Programs section of the catalog. Other interdisciplinary course offerings are listed under International Studies. 182 Interdisciplinary Studies SPC 321 Coordinator Norma Noonan The world of the 2lst century demands complex skills. It is not enough to have an area of expertise or be a good manager. One needs leadership skills. The Augsburg curriculum offers a minor in leadership studies, drawing on a wide variety of courses across disciplinary lines. A minor in leadership studies can enhance your major in a wide variety of disciplines including business, sociology, political science, communication, computer science, economics, and psychology. Required courses: (4) Principles of Management (no prereq.) SOC 349 Organizational Theory (prereq. SOC 121 or permission of instructor) SPC 345 Organizational Communication (no prereq.) POL 421 (Topics: This topic only) Becoming a Leader (prereq. one POL course or permission of instructor) This course is the only integrative course in the minor. BUS 242 Required electives: (2) Select two courses from the following list. (No more than one per department.) BUS 340 Human Resource Management (prereq. BUS 242) BUS 440 Strategic Management (prereq. BUS 242) HIS 222 20th-Century U.S. INS 325 Building Working Relationships (WECDay) PSY 373 Industrial Organizational Psychology (prereq. PSY 102 or 105) SPC 355 SPC 410 Business and Professional Speaking Small Group Communication (no prereq.) The Self and the Organization (WEC) The Middle East studies minor offers students the opportunity to learn about the religions, economic situation, historical and political developments, literature, philosophy, and culture of Middle Eastern people and countries. Requirements Six courses, including language and area studies courses (consult the program director for ACTC listing of approved courses): 1. Language courses: one year (2 courses) of elementary Arabic, Hebrew, or another Middle Eastern language (or equivalent competency) 2. Required foundational course: POL 358 (Hamline) Politics and Society of the Middle East. 3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area. Students are encouraged to continue more advanced language study through the ACTC language contract with the University of Minnesota. A program of study abroad or an internship in the Middle East is recommended strongly and will receive credit toward the minor. See International Relations, page 185. Interdisciplinary Studies 183 INS 225 Introduction to Islam The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and Islamic patterns of life. INS 232 The African American Experience in America An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. INS 325 Building Working Relationships This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of the role the individual plays within the context of workplace relationships. Emphasis is placed on interpersonal, group, and organizational relationships. (Prereq.: Junior or senior standing and at least one of the following coursesSOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105) INS 342 River Politics Field Seminar In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. (Prereq.: POL 241 or equivalent and passing a water safety test) INS 381 Qualitative Research Methods This course introduces students to the range of qualitative methods available for the applied study of social issues and prepares them for a substantial research project. In separate labs, students will acquire skills in either archival research, content analysis, interviewing, or participant observation. (Prereq.: upper division or graduate standing and at least one upper division course in the student's major, or consent of the instructors) I nternational Relations is an interdisciplinary major which provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign service, nonprofit, or international business. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study opportunities throughout the year. Competency in one language is required, and some students study two languages. All majors complete a significant senior research project and thesis on a topic of their own choosing. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. Recent students have had double majors in history, political science, international business or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director Joseph Underhill-Cady Required core courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 103 The Modem World or HIS 104 The Modem Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics POL 490 Seminar in International Relations Two of the following: HIS 332 History of U.S. Foreign Relations POL 363 Russian and Chinese Foreign Policies POL 461 Topics in International Politics Also, the equivalent of four terms of college work in a modem language. Required electives Six of the following (not more than three from any one discipline may be counted toward the major): BUS 362,368,465 ECO 317,360,365 HIS 323,346,348,350,352,354,440,474 MKT 466 PHI 355 POL 350,351,359,382,459 REL 356,420 SOC 241 SPC 329 FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Modem Languages.) S W 230 Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second foreign language. Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. lnternational Relations Major with lnternational Business Concentration Required core courses of the international relations major, plus the following six courses: BUS 362 International Business ECO 317 Comparative Economic Systems Two of the following: BUS 368 Responding to the Challenges of Japan BUS 465 International Management MKT 466 International Marketing One of the following: ECO 360 International Economics ECO 365 Environmental Economics and Sustainable Development One elective from the list of international relations major electives, excluding other business, economics, and marketing courses. Note: Several of the business courses have prerequisites. Please consult the catalog and your academic adviser before registering for one of the advanced courses. Departmental Honors GPA of 3.5 in the major; 3.0 overall. In addition to fulfilling the requirements for the major, the student must complete an honors thesis no later than March 1of the senior year and must defend the thesis before a faculty committee. Students lnternational Relations 185 should declare their intention to complete an honors major by the end of their junior year. lnternational Relations Minor ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modem language. Three courses from the list of required electives for the major. Not more than two courses from any department can count toward the minor. Peace and Global Studies Minor The Peace and Global Studies minor focuses on the centrality of justice, tolerance and inter-cultural understanding in moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted each year by Augsburg College) and the Center for Global Education. The minor is structured as a learning community that involves students, faculty, staff, and community members; it'focuses on experiential learning that emphasizes the interconnections between peace, justice, and environmental sustainability Students will draw on study abroad in taking local actions to address global issues. The minor consists of two required courses (POL 160 and SWK 230), two upper division electives (chosen from ECO 365, REL 366, HIS 332, HIS 350, I N S M T 311, POUWST 341, REL 313, POUWST 359, INS 312, REL 346, HIS 346, POL 353, ECO 495, SOC 240, ENG 361, and other topics or study abroad courses, with approval of program director), a senior keystone seminar, a study abroad requirement, and participation in local peacerelated activities. See International Relations Program Director for full program description. I nternational study at Augsburg aims to increase intercultural competency and reflects the College's strong commitment to internationalism. Programs administered by the Center for Global Education, by International Partners, and by the Higher Education Consortium for Urban Affairs (HECUA) offer excellent opportunities for rigorous academic work, greater understanding of cross-cultural issues, and exploration of the benefits of global citizenship. Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic program. Students normally receive the same number of course credits abroad as they would if studying on campus. Courses abroad can fulfill major, general education, and graduation requirements when approved by the appropriate program directors and faculty before departure. Any approved study abroad will also fulfill the Augsburg Experience. Students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off campus through the study abroad adviser. In addition to semester and year-long programs, summer abroad courses also provide a number of educational opportunities. Students interested in these or other external off-campus study experiences should contact the study abroad adviser. Application deadlines are listed for each program. Please contact the study abroad adviser in the Office of International Programs for a list of deadlines for summer and short-term study abroad courses. The cost for many programs is comparable to full room, board, and tuition for on-campus study, plus airfare. Financial aid is granted on the same basis as on-campus study. THE CENTER FOR GLOBAL EDUCATION The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center's study programs are conducted in Mexico, Central America, and Namibia. They integrate rigorous academic work with real-life experiences. Students live in the midst of the society they are studying, encountering the people and culture inside and outside the walls of a classroom. All programs include family stays, regional travel, community-based living, and opportunities for volunteer work and internships. International study programs administered by the Center for Global Education and approved by Augsburg are listed below For information on these programs, contact the semester programs abroad office. INTERNATIONAL PARTNERS The International Partners program combines rigorous academic work with daily immersion in another culture. It offers students an opportunity to study abroad with outstanding faculty and to gain practical experience overseas in their major fields. The program is founded on reciprocal agreements with selected institutions of higher learning in Norway and Germany. Under these agreements International Partner students from abroad receive part -- International Studies 187 of their academic training at Augsburg, and qualified Augsburg students are guaranteed admission to partner institutions, where courses are pre-approved for credit toward graduation requirements at Augsburg. Study abroad through International Partners emphasizes business, education, and social work, but offers training in more than a dozen other fields as well. All coursework is in English. The study program may be for one year, one semester, or a summer session. Participation may be on an individual basis or as part of a student group. For further information contact the nternational Partners office. Application deadlines are April 1 for fall semester and year long programs and October 15 for spring semester programs. THE HIGHER EDUCATION CONSORTIUM FOR URBAN AFFAIRS (HECUA) Augsburg, in consortium with other colleges and universities, offers full-semester programs through HECUA in Norway, Guatemala, Ecuador, and Northern Ireland. All programs emphasize the impact of social change, civic engagement, and crosscultural factors on the human community. HECUA programs include intense language experience and field study. The cost is similar to full tuition, room, and board for one semester on campus, plus airfare. For non-international HECUA courses, see Interdisciplinary Studies (INS), MetroUrban Studies. International study programs administered by HECUA and approved through Augsburg are listed below For information on these programs, contact the Center for Global Education. I CROSSING BORDERS: GENDER AND SOCIAL CHANGE I N MESOAMERICA (MEXICO)-FALL This program is an intensive semester of study and travel designed to introduce stuients to the central issues facing Mesoamerica, with emphasis on the experiences and :mpowerment of women. Students engage in gender analysis of key social, economic, ?olitical, and cultural issues in Mexico and Guatemala, explore the interconnectedness of :ace, class, and gender, and learn first-hand from both women and men who are involved n struggles for sustainable development and social change. The program begins with a me-week seminar/orientation in the U.S-Mexico border region and ends with a two-week ;eminar in El Salvador. Students stay in guest houses while traveling, in Augsburg housing ~pproximatelysix weeks, and with Mexican host families for 4-6 weeks. All students will be expected to take POYWST 359, REUWST 366, and at least one jpanish course. In addition, they may choose between taking a second Spanish course or :ompleting an internship or field research (independent study). Augsburg application deadline: April 1. Prerequisite: one college-level Spanish course or ts equivalent. 188 International Studies SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 21 1, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. , (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Advanced Conversation Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SPA 41 1 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or or equivalent.) POLIWST 359 Women, Gender, and Social Change in-Latin America An exploration of gender politics in Latin America. Particular attention is given to women's organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. RELIWST 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to sociaVpolitica1 transformation. Examines key theological concepts, critiques, and practical implications. I - International Studies 189 NSISPAIWST 399 Internship Students gain 80-100 hours of hands-on work experience in Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prerequistes: SPA 212 or equivalent, internship application, and Spanish reference forms) NSIRELISPAIWST 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. I SOCIAL AND ENVIRONMENTALJUSTICE:LATIN AMERICAN PERSPECTIVES (MEXICO)-SPRING This is an intensive program of study and travel that explores socioeconomic and political issues with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Students will examine the ethics of land distribution, environmental racism, ecofeminism, social change, and the complexity of gender, class, race, and ethnicity in Latin America. Credit is available in Spanish, history, political science, religion, and women's studies. internships and independent studies are also available. The program includes a two-week ;eminar in Chiapas and Guatemala. Students stay in guest houses while traveling, spend ipproximately six weeks in Augsburg housing, and six weeks living with Mexican host imilies. All students will be expected to take the following three courses: a Spanish course, - I l W S T 355, and P O W J T 341 or REyWST 313. For their fourth course, they may : h a benveen taking a second Spanish course, or completing an internship or field search (independent study). Augsburg application deadline is Oct. 15. Prerequisite: one college-level Spanish course )r its equivalent. iPA 111, 112 Beginning Spanish I, II Aims to develop she four basic slalls: understanding, spspeaking, wding, and writing of elementary Spanish. Introdnc~anto c u l m of the 5-h-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) ;PA 21 1, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) - 190 International Studies SPA 31 1 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper diesion courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Advanced Conversation Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 3 11 level on placement exam.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 31 1 or equivalent.) SPA 41 1 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 31 1 or equivalent.) HISIWST 355 Cultural Conflict and Change in Latin America An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in Mexican and Central American history. Focuses on the development of gender, class-based, and raciavethnic oppression and the history of resistance and social change in Latin America from the Conquest to the present day. POL341/WST 341 Environmental Politics Explores enivornmental politics in Latin America from pre-Columbian times to the present. Applies a gender perspective to analyze environmental issues and examines political and economic policies that promote andfor hinder sustainable development. REL/WST 313 Environmental Theology and Ethics Explores different approaches to environmental ethics in Latin America, including indigenous, Jewish and Christian perspectives, liberation theology and ecofeminism. INS/SPA/WST 399 Internship Students gain 80-100 hours of hands-on work experience in Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prerequisites: SPA 212 or equivalent, internship application, and Spanish reference forms) - International Studies 191 NS/REL/SPA/WST 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. I SOCIAL WORK IN A LATIN AMERICAN CONTEXT (MEXICO)-SPRING This program was created to satisfy the cumculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformaive, experiential learning focused on social and economic justice. Augsburg application deadline: Sept. 15. Prerequisite: one college-level Spanish course 3r its equivalent. (Students may choose to study Spanish in Mexico during the month of lanuary, prior to the start of the semester.) Priority is given to social work majors. SPA 111, 112 Beginning Spanish I, II -Aims to dwelop the four b& skills: understanding, speaking, reading,and writing of elementary Spanish. htroducrion to culture ot the Spanish-speaking world. Taught by Mexican insmcrors. (No prerequisite far SPA f 1l. Placement level determined by placement test or completion of prerequisite for SPA 112.) 5PA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) ;PA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) ,PA 316 Advanced Conversation Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) ;PA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) 192 International Studies 7 SPA 41 1 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 3 11 or equivalent.) SWK 294 International Social Welfare: The Mexican Context Develops students' understanding of current social, economic, political and cultural realities in Mexico through an exploration of Mexican culture and history. Emphasis on intercultural communication and the role of U.S. foreign policy in Mexico. Aims to frame students' knowledge of contemporary social welfare and social work practice with migrants and immigrants in the Minnesota and the U.S. at large. SWK 316 Social Work Practice II: With Families and Croups Develops student understanding and working knowledge of human behavior in families and in groups. The Mexican context of family and group work will be examined and uniquely Mexican models will be explored and discussed in relation to current family and group theory. Groups can be used to accomplish individual, family, organizational andlor community goals. Students will practice skills needed to be an effective group member and facilitator in class. A six-week home stay with a Mexican family will provide an opportunity to learn about Mexican family structure through personal experience. SWK 295 Comparative Social Policy Aims to prepare social work students to function as informed and competent participants in efforts to achieve change in social policies and programs. This course in comparative social policy uses Mexico and the United States as a context for studying policy formation, implementation, analysis and the influence of values on these processes. Central to this course is a service-learning component. Those enrolled in Social Work Field Experience may use the same field setting for both courses. Roles and responsibilities of generalist social workers and citizens in formulating, implementing and evaluating policy responsive to social needs are addressed. United States and Mexican immigration and migration policies will be used a primary vehicle for this critical analysis. SWK 317 Field Work II: Integrative Seminar Progressively-responsible, supervised professional social work experience including work with individuals, families, groups, and communities in a social service agency. A total of 120 hours, continuing SWK 307, plus an integrative seminar. Contributes approximately 100 hours to the practicum hours required for the BSW degree for those students with Spanish language oral competency. Involves sharing of experiences with other students in a small group seminar. (Prereq.: intermediate Spanish, candidacy status; concurrent with SWK 316. P/N grading only). International Studies 193 H SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA, EL SALVADOR, NICARAGUA)-FALL OR SPRING This program introduces students to the key issues facing the Ceneal Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. All students will take the following 4 courses: 1) one Spanish course, 2) REL 366,3) HISM7ST 355, and 4) ECO 495, Application deadline is April 1. Prerequisite: one college-level Spanish course or its equivalent. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Guatemalan instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 21 1, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Guatemalan instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Guatemalan instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Advanced Conversation Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite:SPA 212 or equivalent or score at minimum of 31 1 level on placement exam.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.) 194 International Studies SPA 41 1 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Guatemalan instructors. (Prerequisite: SPA 3 11 or equivalent.) HISIWST 355 Cultural Conflict and Change in Latin America An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and raciauethnic oppression and the history of resistance and social change in Latin America from the Conquest to the present day Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post war period in Central America. ECO 495 Topics: Sustainable Economic Development This course examines the concepts of economic development and growth in the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage. REL 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to sociaVpolitica1transformation. Examines key theological concepts, critiques, and practical implications. NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND: SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)-FALL OR SPRING This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism they are faced with the challenges posed by the rapid process of globalization in today's world; the challenges posed by under and unequal development; and the long-term project of decolonizing the mind. Augsburg application deadline: Oct. 15. INS 312 REL 346 The Development Process-Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course examines basic theories of development. Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. -- International Studies 195 POL 353 Political and Social Change in Namibia: A Comparative Perspective This contse is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movemen= that have evolved in the struggle for independence. HIS 440 Racism and Resistance in Southern Africa and the US: Struggles Against Colonialism, Apartheid and Segregation This course explores historical parallels of the development in southern Africa and in the US, strategies of resistance the successes and limitations of political victories over apartheid and racism and the lingering economic, social, political and psychological effects of racism. INS 399 Internship A limited number of internships will be available to provide students with the opportunity to gain hands-on work experience in a development agency. This replaces the Religion and Social Change course. INS 499 lndependent Study Students may design a proposal to conduct an independent study of a topic related to their major or minor SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL Participants will gain a deep understanding of contemporary Norway, using the welfare state and the notion of citizenship as the focus for investigation. The cumculum consists of three interrelated seminars that together give participants an understanding of how the welfare state has evolved and how it is practiced in the context of a social democracy undergoing major changes in response to immigration. Students explore the relationship between Scandinavian countries, the emerging democracies of Eastern Europe, the European Union and broader global politics. Students have the option of Norwegian language study or an independent study project. April 1. INS 372 Norwegian Language INS 377 Scandinavia in the World INS 393 Scandinavian Art and Literature: Perspectives on Social Change INS 394 Urbanization and Sustainable Development in Scandinavia INS 499 Independent Study (Students may choose either INS 372 or 499) -International Studies 196 POLITICS, DEVELOPMENT, AND THE CITY: GUATEMALA AND CUBA-FALL The Politics, Development, and the City program explores historical and current issues related to rural-urban migration, industrialization, government policies, and effects on human communities. Students engage in dialogue with Latin American faculty, activists, and leaders from local communities to understand local conditions and efforts at social change. Learning is made vivid through field projects and interactions with organizations worlung on urban issues. A Spanish in the Field course facilitates language learning directly related to content. April 1. INS 2611386 Spanish in the Field INS 362 Development in the Latin American City INS 363 Wealth, Poverty, and Community Development: Critical Social Issues INS 499 Independent Study COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (GILA)-FALL The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, independent project and a home stay for an intensive immersion into Latin American daily life and culture. Models of community participation, organization, development, and social change are compared and contrasted. Students learn first-hand about the social problems in Ecuadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish. April 1. INS 366 Community Participation for Social Change INS 399 Internship INS 499 Independent Study (2 course credits) - International Studies 197 ENVIRONMENT, ECONOMY, AND COMMUNITY IN LATIN AMERICA: GUATEMALA AND CUBA (EECLA)-SPRING Environment and development issues are examined by looking at market and community economy models and their respective practices and ethical implications. Participants will conduct a variety of field projects in small groups to learn about the environment and development efforts. Students gain hands-on experience field placements with organizations working in the Guatarnalan Highland, exploring the limits and possibilities of classroom theories and concepts in the context of complex real-life experiences in the community Each student cames out an independent study project on a topic of personal choice, which includes field research. Oct. 15. INS 384 Social Dynamics and the Environment INS 385 The Ethics of Development: Local and Global Implications INS 386 Spanish in the Field (advanced-level language course) INS 499 Independent Study Project (students chooses topic) NORTHERN IRELAND: DEMOCRACY AND SOCIAL CHANCE-SPRING The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Oct. 15 INS 316 Northern Ireland: Building a Sustainable Democracy INS 317 Politics of Conflict and Transformation INS 399 Internship (2 course credits) MANAGEMENT INFORMATION SYSTEMS See listing under Department of Business Administration. MARKETING See listing under Department of Business Administration. M athematics is the study of structure and relationships and tools for solving a wide variety of problems. Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the problem solving and quantitative reasoning skills that are increasingly expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts education. Students majoring in mathematics acquire the skills necessary to serve society through a variety of careers. In addition to acquiring computational and problem solving skills, mathematics majors at Augsburg develop their abilities to reason abstractly; to conjecture, critique, and justifj their assertions; to formulate questions; to investigate open-ended problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business, industry, or non-profit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a minor or a second major in mathematics. Students may choose coursework supporting the study of mathematics as a liberal art, its applications to science and engineering, its applications to actuarial science, computing, or economics, or in preparation to teach. Augsburg's urban location allows students to gain experience working with mathematics through intemships, cooperative education, and the practicum and colloquium courses. Mathematics Faculty Rebekah Dupont (Chair), Tracy Bibelnieks, Nicholas Coult, Suzanne Doree, Matthew Haines, Kenneth Kaminsky. Bachelor of Arts Mathematics Major Twelve courses including MAT 145 Calculus I MAT 146 Calculus I1 MAT 245 Calculus I11 MAT 246 Linear Algebra MAT 271 Discrete Mathematical Structures MAT 324 Analysis MAT 373 Probability and Statistics I Two MAT electives numbered above 200, at least one of which is numbered above 300. Students may petition the department to substitute alternative mathematics or mathematics-intensive courses for one or two MAT courses numbered above 200. Such substitutions must be justified by a compelling academic rationale presenting a coherent program of study, typically relating mathematics to another discipline. CSC 160 Introduction to Computer Science and Communications Two supporting courses from the following list or substitutes with departmental approval: CSC 170, CSC 320, ECO 112 or ECO 113 (not both), ECO 318, ESE 330, FIN 331, MAT 163 or MAT 173 (not both), PHY 121, PHY 122. Also required: MAT 491 Mathematics Colloquium during junior and senior years. Depending on the choice of electives, up to two additional communication skills courses (one in writing, one in speaking) may also be required. - Mathematics 199 Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. Bachelor of Science Mathematics Major The requirements for the Bachelor of Science degree are the same as for the Bachelor of Arts degree with Mathematics Major except that the two MAT electives and two supporting courses must be chosen from a focus area approved by the department. Sample focus areas: Business, Economics, or Actuarial Science: Two of MAT 355,374, or 377; ECO 112 or 113;MAT 173,ECO 318, orFIN331. Computational Mathematics: Two of MAT 355,377, or approved 395; CSC 170; CSC 320. Physical Sciences: Two of MAT 247, 327, or 355; PHY 121-122. Teaching Mathematics: MAT 252; MAT287; MAT 314; ESE 330. In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work experience, undergraduate research project, or other experiences approved by the department. Such experiences may also fulfill the Augsburg Experience requirement if approved. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. At the time of publication, the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the major, with the electives specified as, MAT 252 Exploring Geometry, MAT 287 History of Mathematics, MAT 314 Abstract Algebra, and ESE 330 5-12 Methods: Mathematics. At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8 under elementary education licensure are MPG 4 or MAT 114 Precalculus; MAT 145 Calculus 1 or MAT 122 Calculus for the Behavioral and Social Sciences; MAT 163 Introductory Statistics; MAT 252 Exploring Geometry; MAT 271 Discrete Mathematical Structures; and MAT 287 History of Mathematics. Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a mathematics department advisor before enrolling in the 200 level MAT courses. Departmental Honors in Mathematics GPA of 3.5 in MAT courses numbered above 200,3.0 overall GPA, an honors project, and approval of the Mathematics Department. Specific requirements are available from the department. Mathematics Minor Five courses including: MAT 145 Calculus I MAT 146 Calculus 11 Three MAT electives numbered above 200, at least one of which is numbered above 300. Alternatively students may complete a minor by taking the six courses: MAT 145, MAT 146, MAT 163, MAT 252, MAT 271, and MAT 287. At least one MAT course numbered above 250 must be taken at Augsburg. 200 Mathematics Students must earn a grade of 2.0 or better in each course that applies toward the minor. Math Placement Croup (MPC) Before enrolling in any mathematics course, students must have the required Math Placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may have their MPG determined by the registrar's office. Students who have passed the College Board Advanced Placement Exam in calculus should consult with the Mathematics Department. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during college registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Students in MPG 1may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student's MPG. Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. MAT 103 Everyday Math Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only Grade of P advances student to MPG 2. MAT 103 does not count as a credit toward graduation. (Prereq.: MPG 1) MAT 105 Applied Algebra Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business and everyday life. Grade of 2.0 or higher advances student to MPG 3. Students preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a year of high school algebra) MAT 114 Precalculus Concepts of algebraic, exponential, logarithmic and hgonomemc functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of deparanent. Grade of 2.0 or higher advances student to MPG 4. (Prereq.: MPG 3) - - Mathematics 201 MAT 122 Calculus for the Social and Behavioral Sciences Concepts of differential and integral calculus with an emphasis on applications in the social and behavioral sciences and business. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG 3) Note: Students may not receive credit for more than one of MAT 123, MAT 131, or MAT 137. Students may not receive credit for more than one of MAT 129, MAT 132, or MAT 138. Students who have successfully completed a higher number MAT class, a statistics class, or any other quantitative reasoning class must obtain departmental approval before registering for MAT 123, 129, 137, or 138. MAT 123 Mathematics Sampler An examination of intriguing mathematical ideas including geometrical and numerical patterns, and axiom systems such as set theory, non-Euclidean geometries, alternative arithmetic, and infinity with an emphasis on problemsolving strategies, logic, and mathematical reasoning. (Prereq.: MPG 3) MAT 129 Practical Applications of Mathematics An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game theory, voting theory, linear programming, or cryptography. (Prereq.: MPG 3) MAT 137-8 Mathematics for Elementary Teachers I & II Concepts of number, operations, algebra, geometry, measurement, data analysis and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers. (Prereq.: MPG3 for MAT137; MAT 137 or MPG4 for MAT138.) MAT 145-6 Calculus 1 & ll Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for MAT 146.) MAT 163 Introductory Statistics Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, anaIysis-of-variance, and regression. (Prereq.: MPG 3.) MAT 171 Discrete Mathematics for Computing Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3, Coreq.: CSC 160) MAT 173 Math of Interest Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance. (Prereq.: MPG 3.) 202 Mathematics MAT 245 Calculus Ill Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. (Prereq.: MAT 146.) MAT 246 Linear Algebra Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. (Prereq.: MAT 245 or MAT 271.) MAT 247 Modeling and Differential Equations Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential equations with an emphasis on applications to the sciences. (Prereq.: MAT 146) MAT 252 Exploring Geometry Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4) MAT 271 Discrete Mathematical Structures Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theoly, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. (Prereq.: MAT 146 or MAT 163 and MAT 145 or MAT 163 and MAT 122 and MPG 4 Also recommended: CSC 160) MAT 287 History of Mathematics Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modem mathematics. (Prereq. : MAT 145 or MAT 122 and MPG 4) MAT 314 Abstract Algebra Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. (Prereq.: MAT 246 and MAT 271) MAT 324 Analysis Concepts of real analysis including functions, derivatives, integrals, and series in a theoretical setting. (Prereq.: ENG 111, MAT 271 Also recommended: MAT 245, MAT 246 or MAT 247, and at least one MAT courses numbered 300 or higher. MAT 327 Special Functions of Mathematical Physics (See PHY 327) MAT 355 Numerical Mathematics and Computation Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modem computers, and applications. (Prereq: MAT 146 and CSC 170 or consent of instructor). - Mathematics 203 MAT 373-4 Probability and Statistics I & II Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics.(Prereq.: MAT 245 for MAT 373. Also recommended MAT 271. MAT 373 for MAT 374.) MAT 377 Operations Research Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the application to current business practice. (Prereq.: MAT 246) MAT 385 Mathematics Practicum The application of mathematical problem solving to real-world projects sought from off-campus nonprofit organizations. Contains a senice learning component. (Prereq.: at least two of MAT 245, 246, 247, or 271 and consent of instructor) MAT 3951495 TopicsIAdvanced Topics in Mathematics Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, chaotic dynamical systems, combinatorics, graph theory, topology, or foundations of mathematics. (Prereq: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional upper division MAT course depending on the particular topic may also be required) - MAT 491 -~ Mathematics Colloquium Information about contemporaly applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Canies no course credit. Internship and Independent Study courses: MAT 1991399 Internship Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT course, junior or senior standing). See also description on page 93. MAT 499 Independent Study/Research Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or senior standing, and consent of instructor.) See also description on page 94. M etro-Urban studies is a multidisciplumy major and minor taught by faculty in sociology, economics, history, political science, social work, art and other related disciplines. Metro-Urban studies is designed to blend classroom and field experience, theory, and internships that focus the content of liberal learning on the metropolitan community and the process of urbanization. Metro-Urban studies and general education's Engaging Minneapolis introduce students to the wide variety of developing careers related to urban and metropolitan affairs and equip students with the analytical and theoretical tools required to understand and contribute to the metropolitan community. The Metro-Urban studies major and minor also provide undergraduate preparation for postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government, community organization, and theology. internships, community service-learning, and cooperative education are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College's location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of the Twin Cities (ACTC) enrich the overall program with additional comes and semester-long programs. Metro-Urban Studies Faculty Garry Hesser (Director, SOC), Andrew Aoki (POL), Jeanne Boeh, (ECO), Chris Kimball (HIS), Michael O'Neal (SOC), Michael Shock (SWK) DECREE AND MAJOR REQUIREMENTS Major 10 courses including: ECO 110 Economics of Urban Issues POL 122 Metropolitan Complex SOC 21 1 Community and the Modem Metropolis HIS 225 History of the Twin Cities or HIS 335 Urban American History or ART 249/349 HIS 249/349 The Designed Environment SOC 362 Statistical Analysis or POL 483 PoliticaVShtistics/ Methodology SOC 363 Research Methods or POL 484 Political Analysis Seminar SOC 381 The City and Metro-Urban Planning INS 399 Internship Plus two additional approved urban-related courses. HECUA off-campus programs are highly recommended, especially the MetroUrban Studies Term (MUST) Twin Cities program. Students interested in graduate school are encouraged to take ECO 113 Principles of Microeconomics instead of ECO 110. Minor POL 122, SOC 21 1, HIS 225/249/349, and two of the following: HIS 335, SOC 381, or INS 399. The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the director of the program. - - Metro-Urban Studies 205 Internships and Independent Study Courses: INS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. INS 299 Directed Study See description on page 94. (Prereq.: POL 122 or SOC 211) INS 399 Internship See descriptions for this and other inteinship options (on-campus, off-campus, half credit) on page 93. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week. INS 498 Independent Study-Metropolitan Resources An independentlydesignedcourse developed by a student (or p u p of students), utiliring the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 211 and consent of insmctor) INS 499 Independent StudyIResearch See description on page 94. (Prereq.: POL 484 or SOC 363) URBAN STUDIES OPTIONS THROUGH HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs. Through HECUA, Augsburg students have access to interdisciplinary field learning programs of exceptional quality, located in Scandinavia, South America, Central America, Northern Ireland, and the Twin Cities. Also see International Studies listings. I. METRO-URBAN STUDIES TERM (MUST)-FALL OR SPRING This Semester in the Cities program focuses upon the Twin Cities meeo area. INS 358 Reading Seminar: Diversity and Unequal Urban Development Interdisciplinary readings connect experiences and direct obsewation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. 206 Metro-Urban Studies INS 359 Field Seminar: Urban Inequality and Social Change Concrete conditions of life and community issues in different neighborhoods provide varying-at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identlfy inequality and to assess theories and strategies for explaining and overcoming it. INS 399 Internship (2 course credits) See description on page 93. II. CITY ARTS-SPRING Study of the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich resources for the program. INS 330 Field Seminar: Emerging Art and Urban Cultures Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. INS 331 The Politics of Artistic Expression Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. INS 399 Internship (2 course credits) See description on page 93. Ill. ENVIRONMENTAL SUSTAINABILITY: SCIENCE, POLITICS AND PUBLIC POLICY -FALL Focuses on the social, scientific, ecological and economic underpinnings of public policy and conflict over natural resources and environmental quality. INS 345 Social Dimensions o f Environmental Change INS 346 Adaptive Ecosystem Management INS 399 Internship (2 course credits) IV. SEE HECUA UNDER INTERNATIONAL STUDIES (SUST, SAUS, CIIA, AND EECIA) T he Department of Modem Languages at ~ u ~ s b u r ~ k o lcontributes le~e in many ways to realizing the College's mission of providing liberal arts education for service in today's world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The modem languages department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and Spanish. Introductory courses in Ojibwe and American Sign Language are offered at Augsburg, and courses in Chinese,Japanese, Latin, and Greek are available to Augsburg students through the College's affiliation with ACTC, a consortium of Twin Cities colleges. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, social work, the diplomatic corps, the health professions, or the aistry may wish to take a second major or minor in modem languages. In addition, a minor in languages or linguistics is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Modern Languages Faculty Mary Kingsley (Chair), Pary PezechluanWeinberg, Frankie Shackelford, Donald Steinmetz Major The major consists of nine courses above 211 (Norwegian only: 211 and above), including two courses in culture, two courses in language, two courses in literature and three electives (from any of the three areas above). At least seven of these courses must be taught in the target language of the major and at least four of them must be taken on the Augsburg campus. Minor The minor consists of four courses above 211 (Norwegian only: 211and above), including one in language and one in literature or culture. At least three of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg campus. Departmental Honors Majors seeking graduation with departmental honors must apply in the junior year. Requirements: 3.5 GPA in the major, 3.5 GPA overall, and honors thesis. Prerequisite A prerequiste must be completed with a minimum grade of 2.0 or F! Transfer Students Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. 208 Modern Languages Study Abroad Teaching Licensure A semester of study abroad is required for majors and some study abroad is strongly recommended for minors. An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. Since spring term 2001, Augsburg College no longer offers a licensure program in modem languages. 4 AMERICAN SIGN LANGUAGE (ASL) ASL 101, 102 Beginning American Sign Language I, II An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101) 4 CHINESE (CHN) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. W FRENCH (FRE) FRE 111, 112 Beginning French I, II Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. (Fall: 111; spring 112, Prereq.: 111. WEC-additiona1 sessions required) FRE 211, 212 Intermediate French I, II Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 211; spring: 212, Prereq.: 211) FRE 295 Topics in Literature, Culture, or Linguistics FRE 311 Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. A prerequisite to other upper division courses. (Fall, Prereq.: 212) - Modern Languages 209 FRE 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modem period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 332 French Civilization Today Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of instructor. On demand) FRE 351, 353 Survey of French Literature I, II The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) Advanced Conversation and Composition By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall) FRE 41 1 FRE 495 . Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: FRE 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. FRE 299 Directed Study See description on page 94. FRE 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. FRE 499 Independent StudyIResearch See description on page 94. - 210 Modern Languages GERMAN (GER) CER 111, 112 Beginning German I, II Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC-additional sessions required) CER 21 1, 212 Intermediate German I, II Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211) GER 295 GER 311 Topics in Literature, Culture, or Linguistics Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall, Prereq.: 212) GER 331 German Civilization and Culture I Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1643). In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 332 German Civilization and Culture II Survey of cultural currents that have shaped Germany, A u s ~and , ~witzerlandsince the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) CER 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: GER 3 11 or consent of instructor. On demand) CER 351 Survey of Literature: German Literature from Chivalry to Romanticism The intellectual, cultural, and political history of all peoples is reflected in their literature. The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. - - Modern Languages 21 1 CER 354 Survey of Literature: German Literature in the 19th and 20th Centuries The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Karl Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modem age. (Prereq.: 311) CER 41 1 Advanced Conversation and Composition Aims at developing and refining the student's use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 311 or consent of instructor. Fall) CER 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: CER 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. CER 299 Directed Study See description on page 94. CER 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. CER 499 Independent StudyIResearch See description on page 94. JAPANESE(JPN) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian studies program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. H NORWEGIAN (NOR) NOR 111, 112 Beginning Norwegian I, II Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111; spring: 112, Prereq.: 111) NOR 211 - Intermediate Norweaian I Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. (Prereq.: NOR 112 or equivalent. Fall) - 212 Modern Languages NOR 295 Topics in Literature, Culture, or Linguistics NOR 311 Conversation and Composition Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 211 or equivalent. Spring) NOR 331 Norwegian Civilization and Culture A two-tiered approach allows students to place contemporary cultural devel- opments, such as Norway's changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) NOR 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of instructor. On demand) NOR 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) NOR 41 1 Advanced Conversation and Composition Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peer-tutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring) NOR 495 Topics in Literature, Culture, or Linguistics Intenuhips and Independent Study Courses: NOR 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. NOR 299 Directed Study See description on page 94. NOR 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. NOR 499 Independent StudyIResearch See description on page 94. - Modern Languages 213 OJIBWE(OJB) Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modem languages department and as part of the American Indian Studies major. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. (Fall: 111; Sring: 112, Prereq.: 111.) SPANISH (SPA) Courses in addition to those below are offered through various programs listed under International Studies. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC-additional sessions required.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. (Fall: 211; spring: 212, Prereq.: 211) SPA 248 Spanish and Latin American Culture through Film An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. (On demand) SPA 295 Topics in Literature, Culture, or Linguistics SPA 311 Conversation and Composition Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all upper division courses. IPrereq.: SPA 212 or equivalent. Fall) SPA 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and wish to expand them. Intensive practice with emphasis on the finer points of grammar. (Prereq.: SPA 311 or consent of instructor. Spring: odd years) 214 Modern Languages SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 31 1 or consent of instructor. Spring: odd years) SPA 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or consent of instructor. On demand) SPA 354 Representative Hispanic Authors An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA 356 taught in Mexico may not take 354. Spring: even years) SPA 41 1 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. (Prereq.: SPA 31 1 or consent of instructor. Fall) SPA 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: SPA 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. SPA 299 Directed Study See description on page 94. SPA 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. SPA 499 Independent StudyIResearch See description on page 94. M usic has the power to strengthen the mind, heal the body, and unlock ;he creative spirit. Whether we experience music as a listener, performer, or teacher, it adds a significant dimension to our lives. The Department of Music at Augsburg College offers music training in the context of a liberal arts education, and is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). The Music Department offers three degree programs and five majors as follows: Bachelor of Arts (Music Major or Music Major with Music Business Concentration) Bachelor of Music (Music Education or Performance Major) Bachelor of Science (Music Therapy Major) In addition, we offer minors in music, music business, and a Music Therapy equivalency certificate program. Participation in a variety of music experiences including large and small ensemble courses, music theater productions, performance study, and music courses are open to students from all majors, with pennission from the instructor. Full-time Faculty Robert Stacke (Chair), Jill Dawe, Stephen Gabrielsen, Peter Hendrickson, Roberta Kagin, Ned Kantar, Merilee Klemp Part-time Faculty Trudi Anderson, Matt Barber, Carol Barnett, Marv Dahlgren, Bridgt Doak, Susan Druck, Lynn Erickson, Janet Fried, Jennifer Gerth, Bradley Greenwald, Nancy Grundahl, Mary Horozaniecki,Jim Jacobson, Kathy Kienzle, Caroline Lemen, Steve Lund, Laurie Merz, Celeste O'Brien, Paul Ousley, Rick Penning, Nicholas Raths, Sonja Thompson, Angela Wyatt Fine Arts Coordinator Cathy Anderson Augsburg students who enroll as freshmen must apply to the Department of Music for acceptance to a degree program by the end of their sophomore year. Transfer students must meet with a music adviser immediately after enrolling at Augsburg to establish an appropriate course of music study and application process. All students interested in pursuing a music degree at Augsburg must contact a music faculty adviser in their degree area as soon as possible to ensure a smooth program of study and timely completion of music degree requirements. Degree Program Advisors: Jill Dawe - BM Music Performance Stephen Gabrielsen - BA Music Peter Hendrickson - BM Music Education Roberta Kagin - BS Music Therapy Ned Kantar - BM Music Education Robert Stacke - Transfer Students Acceptance to the degree program will be based on the successful completion of the steps outlined in the Music Student Handbook, as well as on the student's performance at his or her spring sophomore jury. Music Degree Core Curriculum for all ProgramsJMajors MUS 101 Materials of Music I MUS 102 Materials of Music 11 MUS 111 Aural Skills I 216 Music MUS 112 MUS 201 MUS 202 MUS 211 MUS 212 MUS 231 Aural Skills I1 Materials of Music 111 Form and Analysis Aural Skills 111 Aural Skills IV History and Literature of Music I MUS 232 History and Literature of Music I1 Large and Small Ensemble Participation Performance Studies Music Repertoire Tests Piano Proficiency Plus fulfillment of recital requirements as given under each specific degree and major. BACHELOR OF MUSIC Music Education Major Offers students the preparation necessary to become teachers of music in public schools. This preparation includes coursework that allows the student to become certified to teach at the elementary through the secondary level. Student select either vocaVgenera1 or instmmentavgeneral emphasis. In addition to applying to the Music Department, Bachelor of Music education major candidates must also apply to the Department of Education for acceptance into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the Bachelor of Music education major. All music requirements must be completed prior to student teaching. A cumulative GPA of 2.5 in all music courses in necessary for the music education licensure pro- w"-- Requirements Music core curriculum and: MUS 311 Composition I MUS 341 Basic Conducting (.5) MUS 358 Half Junior Recital MUS 459 Full Senior Recital HPE 115 Health and Chemical Dependency Education EDC 200 Orientation to Education EDC 210 Diversity in the Schools EDC 220 Educational Technology EDC 290 Topics: MN American Indians EDC 310 Learning and Development EDC 315 Critical Issues in Education Seminar ESE 300 Readinwriting in Content Area ESE 325 Creative Learning Environments ESE 370 Music K-12 Methods EDC 410 Special Needs Learner EDC 480 School and Society EED 481ESE 483 Student Teaching MUS 359 Music Methods: ChoraWocal (.5) MUS 356 Music Methods: Brass/Percussion (.5) MUS 357 Music Methods: Woodwinds (.5) MUS 355 Music Methods: Strings (.5) One of the following two: MUS 342 Choral Conducting MUS 344 Instrumental Conducting One of the following two areas of emphasis: Vocal emphasis-MUS 251,252,253,254 Instrumental emphasis- one course credit of music elective Two quarter course credits of performance studies in the major insh-umentlvoice (first year) Four half course credits of performance studies in the major instrumentlvoice (second and third year) - Music 217 Two full course credits of performance studies in the major instrumendvoice (fourth year) Eight semesters in a major Augsburg ensemble on the major instrumenthoice (winds and percussion, Band; strings, Drchestra; voice, Choir). You must participate in the ensemble for which you want to teach. Music Education majors whose major performance medium is piano, organ, or pitar are required to enroll in 4 semesters ~flessons on a minor performance medilm that allows them participation in the :orresponding large ensemble. Examples: 4 music education major in the vocal-gen:ral track who selects piano as a major perormance medium (rather than voice) is equired to take a minimum of four semes.ers of voice lessons, in addition to partici~atingin a large group vocal ensemble for :ight semesters. A music education major in the instrunental-general track who selects piano, )rgan, or guitar as a major performance nedium is required to take a minimum of our semesters of lessons on a band or rchestral instrument, in addition to paricipating in a correspondinglarge group nstrumental ensemble for eight semesters. =oursemesters in an Augsburg small :nsemble on the major instrumendvoice mprovisation competency on major nstrumendvoice mprovisation Lrea of Emphasis: InstrumentaVGeneral Certification Two semesters of traditional MUE chamber music Two semesters MUS 129 Improvisation- OR- one semester MUS 129 Improvisation and one semester jazz band VocaVGeneral Certification Two semesters traditional MUE chamber music One semester MUS 129 Improvisation One semester MUSITHR 235 Music Theatre (Vocalists taking MUS 129 will also be expected to comp from a lead sheet andlor sing with the combo.) Pass piano proficiency test Pass three music repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and in themajor instrumendvoice BACHELOR OF MUSIC Music Performance Major This major is a focused classical training program designed to challenge the musical skills and performing ability of the individual musician. Students interested in pursuing this degree are selected through an audition/interview process (see Music Department Handbook) and should have demonstrated performance ability an excellent GPA in music coursework, a selfdirected learning style, and a passion for developing their skills through intensive work and practice in a chosen performance area. This degree best prepares students for private and studio teaching, professional performing opportunities, auditions, and graduate school. Requirements: 14.5 course credits Music core curriculum and: MUS 358 Full Junior Recital MUS 459 Full Senior Recital One of the following three areas of emphasis: Vocal emphasis-MUS 251,252,253,254 218 Music 435, EDS 359, one course credit of music elective Piano or organ emphasis-MUS436,456, one course credit of music elective Instrumental emphasis- one and one half course credits of music electives, one methods course for major instrument Two quarter course credits and six half course credits of performance studies in the major instrurnentlvoice Eight semesters in a major Augsburg ensemble on the major instrumentlvoice and residency at Augsburg Or, for piano or guitar emphasis: Four semesters in a major Augsburg ensemble plus four semesters of departmental ensemble work as assigned by the student's academic adviser and studio instructor. Four semesters in an Augsburg small ensemble on the major instrumentlvoice Pass piano proficiency test Pass three music repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and 3.0 in the major instrumentlvoice BACHELOR OF SCIENCE Music Therapy Major Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The B.S. in music therapy is minimally a 4 1/2 year degree program, which includes a full-time (six months or 1,040 hours) internship in a clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students who wish to become professional music therapists. Requirements: 23 course credits Music core curriculum and: MUS 271 Music Therapy Techniques and Materials MUS 274,275 Music Therapy Practicums MUS 311,312 Composition I or 11 MUS 372,375 Psychological Foundation of Music I, I1 MUS 374, 375 Music Therapy Practicums MUS 472 Human Identity Through the Creative Arts MUS 473 Music Therapy Senior Seminar MUS 474,475 Music Therapy Practicums MUS 479 Music Therapy Clinical In ternship MUS 458 Half Senior Recital EDC 410 The Special Needs Learner PSY 105 Principles of Psychology PSY 362 Abnormal Psychology BIO 103 Human Anatomy and Physiology MUS 340 Music Therapy Methods I: Strings, Brass, Woodwinds MUS 345 Music Therapy Methods 11: Voice, Piano, Percussion One of the following two: SOC 362 Statistical Analysis PSY 230 Research Methods: Design Procedure, and Analysis I Eight quarter course credits of performance studies in the major instrurnentlvoice Eight semesters in a major Augsburg ensemble on the major instrumentlvoice and residency at Augsburg Two semesters in an Augsburg small ensemble on the major instrurnentlvoice Pass piano, guitar, and vocal proficiency tests Pass three music repertoire tests Achieve a minimum grade of 2.5 in all music therapy courses - Music 219 H BACHELOR OF ARTS Music Major Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the many music related business fields most often choose this course of study. Requirements Music core cumculum and: MUS 341 Basic Conducting MUS 458 Senior Recital One credit of approved courses outlined in the Music Department Student Handbook. One credit of upper division music courses. Eight quarter course credits of performance studies in the major instrument/voice Eight semesters in a major Augsburg ensemble on the major instrument/voice Two semesters in an Augsburg small ensemble on the major instmmental/voice Pass piano proficiency test music business studies. The music business major has two tracks: the Bachelor of Arts in music with music business concentration (designed for the performing artist) and the Bachelor of Arts in business administration with specialization in music business (designed for the music/business student). B.A. in Music with Music Business Concentration Requirements: 19.5 credits Music core cumculum and: ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business ACC 221 Principles of Accounting I BUS 242 Principles of Management or BUS 254 Entrepreneurship MUSBUS 105 Music Business MUSBUS 245 Arts Management MUSBUS 399 Internship SPC 111 Public Speaking MUS 458 Senior Recital Eight quarter course credits of performance studies in the major instrument/voice Eight semesters in a major Augsburg ensemble on the major instrument/voice Pass three music repertoire tests Two semesters in an Augsburg small ensemble on the major instrumentaVvoice Music Business Major Pass piano proficiency test The music business major prepares students to enter today's music industry and to pursue career opportunity where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations and internships. These experiences prepare students [or careers in fields such as arts management, promotion, the record industry, and general music business. The program affords both the performing artist and the ~usinessstudent the opportunity to pursue Pass three music repertoire tests B.A. in Business Administration with Specialization in Music Business Requirements: 16 credits ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 260 Problem Solving for Business or MIS 270 Data Management for Business -Music 220 ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Marketing or BUS 254 Entrepreneurship MKT 252 Principles of Marketing BUS 301 Business Law or PHI 300 Business Law and Ethics FIN 331 Financial Management MUS/BUS 105 Music Business MUSBUS 245 Arts Management MUSIBUS 399 Internship SPC 111 Public Speaking 3 MUS credits- OR-2 MUS credits and 1 MUE credit, selected from: MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music I1 MUS 112 Aural Skills I1 MUS 130 Intro to Music and the Fine Arts MUS 241 History of Jazz MUS 320 Worlds of Music MUS xxx Finalehlusic Tech Software (Other MUS courses as approved by advisor) Music Minor Requirements: 6 credits MUS 101, 102 Materials of Music I, I1 MUS 111, 112 Aural Skills I, I1 MUS 341 Basic Conducting One of the following two: MUS 231 History and Literature of Music I MUS 232 History and Literature of Music I1 One credit of additional music courses. Four consecutive semesters in a major Augsburg ensemble concurrent with four quarter courses of performance studies on the major instrument/voice Pass one music repertoire test Candidates must submit an application for admission prior to spring juries of the sophomore year Music Business Minor The music business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry With the music business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today's music industry. The minor is a collaborative program between the music and business departments. Requirements: 8 credits MUS/BUS 105 The Music Business: Marketing, Promotion, Publishing, Recording ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business ACC 221 Principles of Accounting I MUSIBUS 399 Internship (approved for the Music Business Minor) One of the following: MUSIBUS 245 Arts Management and Concert Promotion BUS 301 Business Law BUS 254 Entrepreneurship All of the above courses plus two additional music course credits beyond MUS 105 and MUS 245 (maximum of 1 credit in MUE and/or MUP courses) Music Therapy Equivalency/Certification Program The music therapy equivalency program is available to students who already have a bachelor's degree and wish to meet the requirements set by the American - Music 221 Music Therapy Association to become prolessional music therapists. This equivalen7 program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student's degree and skill level, ~ndividualrequirements will be outlined by the director of music therapy. There is a minimum two-year residency requirement, which includes participation in a major rnsemble for four terms and successful :ompletion of a two-year music theory rquivalency test. For acceptance to the degree program, :quivalency/certification students must: submit an application for admission during the first semester of residency at Augsburg submit a copy of a current academic transcript and eansferred credits with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano, guitar, and vocal proficiency requirements during the first semester of residence Acceptance to the degree program will )e based on the successful completion of he above, as well as on the student's perormance at his or her first jury. Iepartmental Honors Students may quahfy for departmental ionors by submitting a petition to the nusic faculty before the end of the first iemester of the senior year. The petition or honors should include: I I A transcript showing a cumulative GPA of 3.0 or higher in all music courses An outline of the student's participation in departmental activities demonstrating leadership, musical goals and high musical standards. A proposal for an honors project An honors project could include but is not limited to one of the following: writing and defending a senior thesis; presenting a recital beyond that required by a degree; composing a work not less than 15 minutes duration; conducting a concert; or a project that combines any or all of the above listed projects in a manner appropriate to a student's degree area. Student Recitals Students planning a recital should carefully read the Music Student Handbook and consult regularly with their applied instructor. Concurrent registration in performance studies in the major instrumentlvoice is required for recital performance. At least two full-time music faculty members and the student's private instructor must be present to evaluate junior and senior recitals. Recitals are given a padfail grade. Recitals required for the fulfillment of the B.M., B.A., or B.S. degree requirements or Honors program will be sponsored by the music department. Other student recitals may be considered for departmental sponsorship. All music degree recitals must be representative of the academic guidelines set forth in this catalog. B.M. degree junior recitals (MUS 358) will be one-half hour in duration for music education majors, and one hour in duration for music performance majors. B.M. degree senior recitals (MUS 459) will be one hour in duration for music education majors and music performance majors. B.A. and B.S. degree senior recitals (MUS 458) will be one-half hour in duration. 222 Music W EXAMINATIONS Piano Proficiency All music majors enrolled in a music degree program must complete the piano proficiency requirement by the end of the sophomore year. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. Music Repertoire Tests Music majors are required to pass three music repertoire tests, transfer students must pass two, and music minors must pass one. Consult the Music Student Handbook for contents of music repertoire tests and test dates. Many music courses are offered alternate years. Consult the re@trar's Web site <www.augsburg.edu/enroll/registrar>or the Music Department for course offerings in each term. W THEORY AND MUSICIANSHIP MUS 101 Materials of Music 1 (.5 course) Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test) MUS 102 Materials of Music II (.5 course) Diatonic harmony, secondaly dominants, and simple modulations. To be taken concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade of 2.0) MUS 111 Aural Skills I (.5 course) Rhythmic and melodic dictation, interval and triad recognition, sight singing, and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. MUS 112 Aural Skills 11 (.5 course) Development of listening and reading skills to parallel progress in MUS 102. To be taken concurrently with MUS 102. (Prereq.: MUS 111) MUS 129 Improvisation in Music (.O course) Basic improvisational skills within a jazz combo format. Open to instrumentalists and vocalists. MUS 201 Materials of Music 111 (.5 course) Continuation of MUS 102 with chromatic harmony and modulation. To be taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade of 2.0) - Music 223 MUS 202 Form and Analysis (.5 course) Musical structures of common practice period and introduction to 20th century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and 211 with a minimal grade of 2.0) MUS 21 1 Aural Skills 111 MUS 212 Aural Skills IV MUS 31 1 Composition 1 (.5 course) Ranges and characteristics of voices and orchestral instruments, standard notation and score layout; related twentieth-century literature. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) MUS 312 Composition 11 (.5 course) Contemporary approaches to melody, harmony, tonality, rhythm and form. Serialism, exoticism, indeterminacy, electronic minimalism, special effects. Related literature (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor) vlUS 341 Basic Conducting (.5 course) Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111,231) AUS 342 Choral Conducting (.5 course) Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test and MUS 341) lnUS 344 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341) (.5 course) Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be taken concurrently with MUS 201. (Prereq.: MUS 112) (.5 course) Further development of listening skills to parallel progress in MUS 202. To be taken concurrently with MUS 202. (Prereq.: MUS 211) I HISTORY AND LITERATURE AUS 105 AUS 130 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and theatre, arts administration, copyright, licensing, and recording. This course is also offered as BUS 105. Introduction to Music and the Fine Arts Relationship between music of each period and the other fine arts. For nonmusic majors. 224 Music MUS 231 History and Literature of Music I A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101, 102,201) MUS 232 History and Literature of Music II Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102, 201) MUS 241 History of Jazz This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. MUS 245 Arts Management and Concert Promotion The role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. MUS 320 Worlds of Music A survey of non-Western musical cultures. Thefollowing four half courses are extensive studies of special eras in the history of music: MUS 331 Music of the Baroque Era (.5 course) (Prereq.: MUS 231, 232) MUS 332 Music of the Classical Period (.5 course) (Prereq.: MUS 231, 232) MUS 333 Music of the Romantic Period (.5 course) (Prereq.: MUS 231, 232) MUS 334 Music of the 20th Century (.5 course) (Prereq.: MUS 231, 232) MUS 432 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. MUS 435 Voice Repertoire (.5 course) A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253, 254 or permission from instructor) - Music 225 MUS 436 Piano Repertoire (.5 course) Study of the piano literature from the 17th century to the present by listening, analyzing and performing. (Prereq.: MUS 231,232) H PERFORMANCE TECHNIQUE MUS 235 Skills of Music Theatre An interdisciplinary approach to the topic using music and theatre techniques to develop the student's basic skills of music-theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization and public performance. Students will attend and review live productions. MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253), French Diction (254) (each ;25 course) Intensive course covering basic singing pronunciation of English, Italian, German and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. MUS 358 MUS 458 Junior Recital (.O course) B.M. candidates only One-half hour recital at repertoire level 111 for music education majors, one hour recital at level IV for music performance majors. No course credit. Private instructor may request a pre-recital hearing. Senior Recital (.O course) One-half hour recital at repertoire level 111 for B.A. or B.S. candidates. No course credit. Private instructor may request a pre-recital hearing. MUS 459 Senior Recital (.O course) B.M. candidates only One hour recital at repertoire level IV for music education majors, one hour recital at level V for music performance majors. No course credit. Private instructor may request a pre-recital hearing. METHODS AND PEDAGOGY MUS 355 MUSIC METHODS: STRINGS MUS 356 MUSIC METHODS: BRASS/PERCUSSION MUS 357 MUSIC METHODS: WOODWINDS (.5 course) MUS 359 MUSIC METHODS: VOCAL MUS 456 (.5 course) (.5 course) (.5 course Piano Pedagogy (.5 course) Explores the methods, materials, and techniques for teaching piano. This course has a community service-learning requirement that pairs each Augsburg Student with 1-2 elementary school children to whom they will teach piano. 226 Music PERFORMANCE-BASED COURSES ENSEMBLES (MUE) These courses are open to students from all degree programs and majors. LARGE ENSEMBLES Please note that only large ensemble participation (Augsburg Concert Band, Augsburg Chamber Orchestra, Augsburg Choir, Masterworks Chorale, or Riverside Singers) for credit will satisfy the ensemble requirements of the music major, music minor, and general education requirements. Large ensemble requirements are fulfilled by yearlong participation with 0.25 credit granted each semester, and non-music majors may choose traditional or P/N grading or an audit (V) designation. (A maximum of two credits for large ensemble participation may be used towards graduation requirements). Transfer students must participate in an Augsburg ensemble during their entire residency Auditions for membership in a large ensemble are scheduled during the first week of each semester or by contacting the ensemble director. MUE 111 Augsburg Choir (.25 course) MUE 112 Riverside Singers o f Augsburg (.25 course) MUE 114 Masterworks Chorale (.25 course) MUE 121 Orchestra (.25 course) MUE 141 Concert Band (.25 course) SMALL ENSEMBLES These courses are offered each semester for 0.0 credit (with the exception of Jazz Ensemble). The small ensembles study and perform music that is written for one person per part. MUE 113 Vocal Chamber Music (.O course) MUE 122 String Chamber Music (.O course) MUE 131 Woodwind Chamber Music (.O course) MUE 142 Brass Chamber Music (.O course) MUE 143 Jazz Ensemble (.25 course) MUE 144 Percussion Chamber Music (.O course) MUE 145 Piano Chamber Music (.O course) MUE 196 Community Jazz Band (.O course) - Music 227 PERFORMANCE STUDY (MUP) Is available to students from all majors and degree programs, and consists of 14 weekly private lessons with Augsburg faculty. Students may register for half hour lessons for 0.0 credit or .25 credit, or one hour lessons for 0.5 credit. The semester goals for each performance study course are set at the discretion of the faculty instructor and may include concert attendance, studio class, a jury or additional requirements, in accordance with the student's abilities, experience and intended major. 0.0 credit lessons have less stringent course goals. MUP 111-411 Voice MUP 141-441 Trumpet MUP 121-421 Violin MUP 142-442 Trombone MUP 122-422 Viola MUP 143-443 Baritone MUP 123-423 Cello MUP 144-444 Tuba MUP 124424 Bass MUP 152-452 Piano MUP 131-431 Oboe MUP 159 Piano accompanying MUP 132-432 Bassoon MUP 161-461 Guitar MUP 133-433 Clarinet MUP 171-471 Percussion MUP 134434 Saxophone MUP 181-481 Organ MUP 135-435 Flute MUP 191-491 Harp MUP MUP 137-437 Horn MUP 192-492 Improvisation MUP 193-493 Composition Note carefully the following provisions: A semester of study is 14 weeks of lessons and coaching. Any lessons during the summer are arranged privately with the teacher. A student who cannot attend a scheduled lesson is required to notify the teacher at least 24 hours in advance; otherwise except for illness immediately prior to the lesson, the stuclent will forfeit the right to a make-up lesson. Credit is granted only for study with faculty members of the Augsburg College Department of Music. CROUP INSTRUCTION (MUS) The following classes consist of group lessons on a particular instrument and are recommended as a starting point for students who are beginners, and for music majors needing to fulfill a proficiency requirement. After completing group instruction, students may choose to pursue performance studies (see above). These courses do not have a performance study fee attached. 228 Music MUS 152 Class Voice (.25 course) Fundamentals of tone production and singing. MUS 155 Class Piano (.25 course) Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading, and simple accompaniment and music reading skills necessary to pass the piano proficiency test. (Prereq.: MUS 101 or permission from instructor) MUS 158 Class Guitar (.25 course) Beginning techniques of classic guitar. INTERNSHIPS AND INDEPENDENT STUDY COURSES MUS 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. MUS 299 Directed Study See description on page 94. MUS 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. MUS 498 Independent Study (.5 course) Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty. MUS 499 lndependent StudyIResearch See description on page 94. Open only to advanced students upon approval of the faculty. MUSIC THERAPY MUS 271 Music Therapy Techniques and Materials (.5 course) Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. MUS 272 Human Identity through the Creative Arts A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama and movement. MUS 274,275 Music Therapy Pradicums (.O course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hour per week. No course credit. - Music 229 MUS 340 Music Therapy Methods I: Strings, Brass, Woodwinds Basic techniques for strings, brass, and woodwinds with application for the use of these instruments for music therapy. MUS 345 Music Therapy Methods II: Voice, Piano, Percussion Basic techniques for voice, piano and percussion with application for the use of these instruments for music therapy. MUS 372 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. MUS 373 Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. MUS 374, 375 Music Therapy Practicums (.O course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 472 Human Identity through the Creative Arts See course description for MUS 272. Enrollment for upper division credit required for music therapy majors; will include an additional course module. MUS 473 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. MUS 474, 475 Music Therapy Practicums (.25 course each) Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two hours per week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano, guitar and vocal proficiency test) MUS 479 Music Therapy Clinical Internship (.5 course) Full-time placement in an AMTA-approved internship site for six months (1040 hours). Application for internship must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements, including all proficiency exams and music repertoire tests) T he natural science licensure program for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. Courses are designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the distributionlgeneral education requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in education. Early consultation with the major area coordinator is essential. Coordinators Dale Pederson (Biology), Sandra Olmsted (Chemistry), Jeff Johnson (Physics) Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current licensure requirements. All upper division courses required for the biology major must be completed before student teaching. Broad Base Requirements (also for 5-8 General Science licensure) GEO XXX Introductory Geology PHY 106 Introductory Meteorology BIO 101 Human Biology BIO 102 Biological World PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, I1 CHM 105, 106 Principles of Chemistry I, I1 or CHM 115, 116 General Chemistry I, I1 Biology Major-B.A. in Life Sciences (for licensure in biology 5-12) Broad base requirements (substitute BIO 113 and 114 for BIO 101 and 102), plus: BIO 215 Introductory Cellular Biology BIO 491 Seminar Six other biology courses, including at least one from each of the following groups: BIO 351 Invertebrate Zoology or BIO 353 Comparative Vertebrate Anatomy or BIO 473 Animal Physiology BIO 361 Plant Biology or BIO 440 Plant Physiology BIO 369 Biochemistry or BIO 476 Microbiology BIO 355 Genetics or BIO 481 Ecology BIO 471 Advanced Cellular and Molecular Biology or BIO 474 Developmental Biology MAT 114,122,145,163, or PSY 215 - Natural Science Teaching Licensure 231 Chemistry Major (for licensure in chemistry 5-12) Physics Major (for licensure in physics 5-12) Broad Base Requirements, plus Graduation major in chemistry: CHM 105, 106 Principles of Chemistry I, 11 or CHM 115, 116 General Chemistry I, I1 CHM 351 Organic Chemistry I CHM 352 Organic Chemistry I1 CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar (4 semesters) MAT 145, 146 Calculus I, I1 Broad Base Requirements, plus Graduation major in physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modem Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory Two courses from: CHM 364,367,464,470,481,482 One year of general physics -PHY 121, 122 Two additional physics courses above 122; PHY 261 recommended One year of general chemistry- CHM 105, 106 or CHM 115,116 Other Requirements N ordic area studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency. Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community Coordinator Frankie Shackelford Major Eight courses, six of which must be upper division. At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major on approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian language course listings under the Department of Modem Languages. Recommended supporting preparation: Study abroad through International Partners, or SUST (See International Studies, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland or Iceland; elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, international relations, sociology or social work. Minor Four upper division courses. NAS 230 Contemporary Norderl A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. NAS 351 The Modern Nordic Novel Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: altanate years) NAS 352 The Modern Nordic Drama Readings include dramatic works by Ibsen, Strindberg, and selected 20th century dramatists. Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in ~ o k e g i a n(Spring: . alternate years) - Nordic Area Studies 233 NAS 372 Norwegian Language and Culture (See International Studies, Scandinavian Urban Studies Term) NAS 377 Scandinavia in the World (See International Studies, Scandinavian Urban Studies Term) ART 382 Scandinavian Arts (See Department of Art) NAS 393 Norwegian Art and Literature: Perspectives on Social Change (See International Studies, Scandinavian Urban Studies Term) NAS 394 Urbanization and Development in Scandinavia (See International Studies, Scandinavian Urban Studies Term) Internships and Independent Study Courses: NAS 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. NAS 299 Directed Study See description on page 94. NAS 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. NAS 499 Independent StudyIResearch See description on page 94. See listing under Modem Languages. T he Augsburg of Nursing - Department is designed exclusively for registered nurses who want to increase their opportunities in the health care field. The scope of nursing practice is changing and expanding: Nurses practice in hospitals, clinics, corporations, parishes, government agencies, schools, and community organizations, or in their own practices. Wherever they work, nurses provide comprehensive health care for persons, groups and communities of diverse cultures and socioeconomic levels throughout the life span. The bachelor's degree equips nurses to synthesize working knowledge from the liberal arts with the art and science of nursing. The nursing program at Augsburg also provides educational opportunities to increase skills in critical thinking, clinical investigation, and decision-making in preparation for challenging new nursing positions in emerging care systems. Augsburg's nursing program, which leads to a bachelor of science degree with a major in nursing, is accredited by the National League for Nursing. Graduates of the program are eligible to apply for a public health nurse registration certificate in Minnesota. Nursing Faculty Cheryl Leuning (Chair), Ruth Enestvedt, Meny Beth Gay, Sue Nash, Pamela Weiss. Adjunct Faculty: Linda Holt, Luann Watson, Susan Hageness, Kia James, Audrey Erwin, Marty Aleman, Maralou Brose, Deborah Schumacher, Beverly Nilsson (Emerita) Major Seven courses including: NUR 305 Communication NUR 306 Paradigms in Nursing NUR 330 Trends and Issues in Nursing NUR 403 Families and the Life Cycle NUR 405 Leadershipmanagement NUR 410 Community Health Nursing I NUR 41 1 Community Health Nursing I1 A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 are required. Students also must complete Augsburg's residence and general education requirements. The program has been planned so that the major can be completed within 15 months; however, students may pursue their studies at a slower pace. Courses in the nursing major are offered on weekday evenings with a practicum course (NUR 41 1) requiring additional weekday time. More time may be required to complete the total course of study depending on the number of liberal arts (general education) courses needed to complete the BSN degree, and the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the nursing major should consult with the program coordinator, Luann Watson, from the Department of Nursing for program planning. - Nursing 235 Departmental Honors Admission to the honors major requires: a GPA of at least 3.6 in the major and 3.3 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. The following steps may be taken in any order, but all must be completed prior to application for admission into the nursing major. 1. Submit an application to Augsburg College. All applicants must present a high school diploma or equivalent and a 2.2 GPA. 2. Graduation from an accredited nursing program: Applicants must have graduated from a nationally accredited associate degree or diploma nursing program with a 2.5 overall GPA. 3. Unencumbered RN licensure: The applicant must be a registered nurse who is licensed and currently. registered to practice in Minnesota prior to beginning the nursing major. clinical practice: ~~~l~~~~~ 4. current must give evidence of current clinical nursing practice (within the past five years). This may include graduation from a school of nursing, work experience, completion of a nursing refresher course, or an acceptable equivalent. 5. Applicants must have their own malpractice insurance and an updated immunization record. Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursing this degree. Nursing courses at Augsburg are available through Weekend College. Classes usually meet on alternate weekday evenings for one 3-1/2 hour time block. Clinical practice usually occurs on weekdays. Students can complete their liberal arts general education requirements by taking courses in day school and Weekend College. It is recommended that most liberal arts be taken before the nursing major. Nursing majors can complete courses toward the baccalaureate at the Minneapolis campus, United Hospital site, and Rochester site. NUR 305 Communication Introduces the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. NUR 306 Paradigms in Nursing An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. 236 Nursing NUR 330 Trends and Issues in Nursing A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. NUR 403 Families and the Life Cycle Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. NUR 405 LeadershipIManagement Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. NUR 410 Community Health Nursing I Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. (Prereq: Math Placement 3 or MAT 105) NUR 411 Community Health Nursing II* Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/leaming theory, and public health principles with culturally diverse clients. (Prereq: NUR 410) NUR 495 Topics in Nursing (optional) Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. NUR 499 Independent StudyIResearch (optional) See description on page 94. Note: I f NUR 41 1 is not taken immediately following NUR 410, students are required to consult withfaculty prior to registration regarding review of the theoretical content. Students who deceleratefor more thanfive years may be asked to audit courses already taken. There is afee to audit courses. * This course involves an additional clinical tuition and hours. P hilosophy is in an important sense the most fundamental of the disciplines. All of the sciences and most othe; disciplines arose out of it. Moreover, it is concemed with asking and answering the "big" questions that are the most basic. For example, Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the best? What is knowledge and what are its sources? Students learn to ask and answer these and other similar questions for themselves through the development and use of critical reasoning, assisted by philosophers from the past and present. The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, the Christian ministry, or journalism. Philosophy Faculty Markus Fuehrer (Chair), David Apolloni, Bruce Reichenbach Philosophy Major Eight courses including: PHI 230 Logic or PHI 385 Intro. to Formal Logic and Computation Theory PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 343 History of Philosophy 111: Early Modem and 19-Century Philosophy PHI 344 Twentieth-Century Philosophy A 400-level course (other than PHI 499) Two elective courses in philosophy Four courses must be upper division. Major in Computational Philosophy In addition to a major and minor in philosophy, the philosophy department also offers a cross-disciplinary major in conjunction with the computer science department emphasizing areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate study in philosophy See course listing on page 139. Departmental Honors Admission to the philosophy honors program is by recommendation of the philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student's choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Philosophy Minor Five courses, including two from PHI 241,242,343, and 344. 238 Philosophy - PHI 110 Introduction to Philosophy This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically PHI 120 Ethics By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. PHI 125 Ethics and Human Identity A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. PHI 175 Philosophy of Love and Sex Consideration is given to the nature and history of romantic love and its relationship to sex. Issues such as the ethics of sex in relation to marriage, pornography, and homosexuality are considered. PHI 230 Logic Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on inductive reasoning. PHI 241 History of Philosophy I: Ancient Creek Philosophy Central philosophical questions that concerned the Greek philosophers and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life, from Thales to Plotinus. PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring) - Philosophy 239 PHI 260 Philosophy and the Arts Class discussion of philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of "work of art"; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist's intention, the work of art, and its relation to the rest of the artistic tradition. PHI 300 Business Law and Ethics Laws concerning property, contracts, agency, negotiable instruments and business organizations under the Uniform Commercial Code. Ethical concepts and principles underlying individual rights and responsibilities in business. PHI 343 History of Philosophy Ill: Early Modern and 19th-Century Philosophy The major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kantk synthesis of rationalism and empiricism, and 19th century Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche). PHI 344 History of Philosophy IV: 20th-Century Philosophy A survey of major philosophical schools in the 20th century: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modem philosophy PHI 350 Philosophy of Religion We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God's goodness be reconciled with human suffering? Are miracles and life after death possible? PHI 355 Asian Philosophy A study of the basic concepts and philosophies that underlie Hinduism, Buddhism, Confucianism and Taoism. We focus on analyzing diverse views of reality, the self, and recommendations on how to live. PHI 365 Philosophy of Science The course explores what scientific knowledge is, whether the scientist's knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: PHI 399 or one course in natural science) PHI 370 Existentialism Studies in the writings-both philosophical and literary-f prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) 240 Philosophy PHI 380 Ethics of Medicine and Health Care The course lays out some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. PHI 385 Introduction to Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation inclueding finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT 145 or MAT 171) PHI 410 Topics in Philosophy Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242,343, 344, or consent of instructor. Offered annually) Internships and Independent Study Courses: PHI 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. PHI 299 Directed Study See description on page 94. PHI 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. PHI 499 Independent Study/Research See description on page 94. PHYSICAL EDUCATION See listing under Health and Physical Education. p hvsic~ts ' . are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called "natural philosophers," physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society's understanding of such areas as energy, weather, medical science, and space exploration. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography,biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments with some degree of comprehension. The department supervises the preengineering program, with degree programs available at cooperating universities at both the bachelor's and advanced degree levels, and administers Aughurg College's portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Solid State Physics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Physics Faculty Stuart Anderson, Mark Engebretson, Kenneth Erickson, William Jasperson, Jeffrey Johnson, David Venne, J. Ambrose Wolf Physics Research Staff Jennifer Posch BACHELOR OF ARTS Major 13 courses including: PHY 121 General Physics I PHY 122 General Physics I1 PHY 245 Modem Physics 242 Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395,396 Comprehensive Laboratory Two elective physics courses above PHY 122 MAT 145, 1% Calculus I, I1 MAT 245,247 Calculus 111 and Modeling and Differential Equations or MAT 245 Calculus 111 and PHY 327 Special Functions of Mathematical Physics BACHELOR OF SCIENCE Major 17 courses including: PHY 121 General Physics I PHY 122 General physics I1 PHY 245 Modem Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics I1 PHY 362 Elecmomagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395 Comprehensive Laboratory I PHY 396 Comprehensive Laboratory I1 PHY 486 Quantum Physics I One physics course above PHY 122 CHM lo6 or CHM 115, 116 General Chemistry MAT 145, 146 Calculus I, I1 MAT 245,247 Calculus 111 and Modeling and Differential Equations or MAT 245 Calculus 111 and PHY 327 Special Functions of Mathematical Physics lo57 BACHELOR OF SCIENCE Physics Major with Concentration in Solid State Physics 18 course credits. It is the same as the B.S. major, with the addition of PHY 330 and PHY 430, and the omission of the elective physics course. Physics Major With Concentration in Space Physics 18 course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective physics course. Departmental Honors A GPA of 3.5 in physics and 3.3 overall. An original research project on a significant topic in physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the freshman year, y durand MAT 245 and 247 (or p ~ 327) ing [he sop~omoreyear. - Physics 243 \ Teaching Licensure Major Society of Physics Students The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics I1 Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.0 in physics and overall, and rank in the upper third of their class. Three elective physics courses above PHY 122 MAT 145, 146 Calculus I, I1 PHY 101 lntroductory Astronomy A descriptive course covering our solar system, stars, and galaxies. In addition the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures. Prereq.: MPG 2. Fall, spring) PHY 103 Conceptual Physics An introductory course (with a hands-on intuitive approach) in which the applications, problems, and experiments are selected to illustrate fundamental principles of physics. (Two three-hour lecturedaboratories. Prereq.: MPG 3. Fall, spring) SCI 106 lntroductory Meteorology A survey of the basic principles of Earth's weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall, spring) SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3 ) 244 Physics SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) PHY 114 Earth Science for Elementary Education Teachers A practical and hands-on approach to earth and space science for students admitted to the elementary education program. Topics covered include the solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle and the effect of water on the planet; and the changing climate of Earth. (Two three-hour 1aboratoryAectureperiods. Prereq.: elementary education major and MPG 3. Fall, spring) PHY 116 Introduction to Physics An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 121 General Physics I A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall) PHY 122 General Physics II A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 121, MAT 146 or concurrent registration. Spring) PHY 245 Modern Physics An introduction to modem physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three one-hour lectures, one two-hour laboratory. Prereq.: PHY 122. Fall) PHY 261 Electronics AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146. Spring: cross-listed with computer science) PHY 320 lntroduction to Space Science A survey of Earth's space environment including solar, planetary, magnetos- pheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring) - Physics 245 4 PHYIMAT 327 Special Functions of Mathematical Physics Special functions encountered in physics. Partial differentiation, Fourier series, series solution of differential equations, Legendre, Bessel and other orthogonal functions, and functions of a complex variable. (Three one-hour lectures. Prereq.: PHY 122 or consent of insmctor, MAT 245 or equivalent. Spring: cross-listed with mathematics) PHY 330 Thin Films: Preparation Techniques and Methods for Structural and Magnetic Characterization A study of the physics of thin (magnetic) films, covering the entire range from the preparation of the thin films to their structural and magnetic characterization. Many different experimental techniques and methods will be discussed, including Molecular Beam Epitaxy, Sputtering, Diffraction methods, Tunnel and Force Microscopy and various magnetometry methods. (Three one-hour lectures. Prereq.: PHY 245 and PHY 351. Spring) PHY 351 Mechanics I Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) PHY 352 Mechanics I1 Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 247 or PHY 327. Spring) PHY 362 Electromagnetic Fields I The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace's and Poisson's equations, and electric properties of materials. (Three one- hour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) PHY 363 Electromagnetic Fields II The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 247 or PHY 327. Spring) PHY 395 Comprehensive Laboratory 1 (.5 course) Students work in small groups on advanced experiments from various physics subfields (including modem physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing or consent of instructor. Fall) 246 Physics PHY 396 Comprehensive Laboratory 11 (.5 course) A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for computer-controlled experiments followed by application of these techniques to advanced experiments in high vacuum physics and technology, modem optics, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: PHY 395, junior or senior standing or consent of instructor. Spring) PHY 420 Plasma Physics Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362,363 or concurrent registration) PHY 430 Introduction to Solid State Physics Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. (Three one-hour lectures. Prereq.: PHY 351, PHY 362; PHY 486 strongly recommended. Fall) PHY 486 Quantum Physics A development from first principles, including de Broglie's postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245,351. Spring) Internships and Independent Study Courses: PHY 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. PHY 299 Directed Study See description on page 94. PHY 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. PHY 499 Independent StudyIResearch See description on page 94. Open to juniors and seniors with departmental approval. F irmly grounded in the liberal arts tradition, political science shares concerns with the humanities, other behavioral sciences, and mathematics and the sciences. The role and significance of authority in human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced faculty that offers courses in all major areas of political science, and also possesses special expertise in the areas of cam. paigns and elections, comparative and international politics, mass communications and other information technolgoy, racial and ethnic politics, and American public law. Political scientists use systematic inquiry and analysis to examine political reality. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy psychology, economics, history, and sociology to the study of politics. Providing work in several subfields of political sciene, the major supplies the breadth appropriate for graduate work in political science, public administration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student's potential for graduate study and a successful career. Political Science Faculty Andrew Aoki (Chair), Milda Hedblom, William Monis, Norma Noonan, John Shockley,Joseph Underhill-Cady Political Science Major Ten courses: POL 158 PoliticakPatterns and Processes POL 483 PoliticaVStatistics/Methodology POL 484 Political Analysis Seminar Required elective--one of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States Also at least five other upper division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. Also one other political science course in any area, upper or lower division. Departmental Honors The honors major in political science includes the requirements listed above, plus the following: The student's GPA must be 3.5 in the major and 3.0 overall; the student must take an honors independent study and a seminar, and must submit an - 248 Political Science honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specdic requirements, consult the department chair. Students should apply for the honors major no later than the junior year. Minor Five courses, including POL 121 or 122 or 170; POL 158; and at least three upperdivision courses in three out of five political science areas. POL 483 may not usually be used for a minor. Teaching Major in Political Science and Economics Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary educaiton. Economics Courses: ECO 112 Principles of Macroeconomics (elective for social science core) ECO 113 Principles of Microeconomics (elective for social science core) ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics One other upper division course Education Courses: EDC 200 Orientation to Education (required for licensure) ESE 310 5-12 Methods: Social StudiesCapstone course (required for licensure) Political Science Courses: POL 121 American Government (social science core course) Two upper-level political science courses (must be in two different areas) Two other political science courses In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. To be licensed in social studies, additional education courses and the social studies core are required. Political Science Areas (I) American Government and Politics, (11) Comparative Politics and Analysis, (111) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a political science major or the teaching major in economics and political science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. See the class schedule for precise listing of terms in which courses are offered. -- Political Science 249 I. AMERICAN GOVERNMENT AND POLITICS POL 121 American Government and Politics Surveys major parts of American national government-including Congress, the presidency, and the courts-as well as campaigns and elections, federalism, interest groups, and political parties. POL 122 Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin Cities metro area. POL 124 American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. POL 241 Environmental and River Politics This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. POL 323 Social and Political Change Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how individuals can try to effect political change. (Prereq.: one previous course in political science, or junior or senior status or consent of instructor) POL 325 Politics and Public Policy The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. POL 326 Political Parties and Behavior Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) POL 342 Mass Communication in Society Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior, or senior standing.) 250 Political Science POL 370 Constitutional Law (See Section IV for description.) POL 375 Media Law (See Section IV for description.) POL 421 Topics in American Politics Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. (Prereq.: one course in political science or consent of instructor) II. COMPARATIVE POLITICS AND ANALYSIS POL 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 350 Topics In European Politics Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. (Prereq.: one course in political science or consent of instructor) POL 351 Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union andlor other communist/post-communist states in terms of political behavior, evolution, institutions, and political processes. (Prereq.: one course in political science or consent of instructor) POL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries vary. (Prereq.: one course in political science or consent of instructor) POL 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) Ill. INTERNATIONAL POLITICS POL 160 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. POL 363 Russian and Chinese Foreign Policies Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) - Political Science 251 I POL 461 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 490 Seminar in International Relations Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. (Prereq.: four courses in the international relations sequence) IV. PUBLIC LAW POL 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. POL 370 Constitutional Law The legal-political-philosophicalrole of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: POL 170 or at least junior status and one previous course in political science) POL 371 Topics in Constitutional Law Selected topics in constitutional law. Content will vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor) POL 375 Media Law Study of key issues and contemporary conflicts in media law and regulation, including the uses of law to settle disputes about media content, access, ethics, and ownership. (Prereq.: one course in political science, POL 342, or consent of instructor) V. POLITICAL THEORY AND ANALYSIS POL 158 POL 282 POL 380 Political Patterns and Processes (See Section I1 for description.) Understanding Asian America Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and looks at struggle to define Asian Americans. Western Political Thought A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor) 252 Political Science I POL 381 Topics in Democratic Theory Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor) POL 382 Marxist Theory - POL 484 Origins and evolution of Marxist theory and movements, emphasizing Marxism as developed in Russia and China. Considers the political, social, and economic dimensions, and changing role of Marxist doctrines in society. (Prereq.: POL 158 or consent of instructor) Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. (Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor) VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS POL 295 Lower Division Seminar Special topics. Consult department chair concerning terms and subject matter. (On demand) POL 483 Seminar in Political Statistics and Methodology Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the constmction and execution of political surveys. POL 495 Seminar Selected topics. Consult department chair concerning terms and subject rnatter. Internships and Independent Study Courses: POL 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. P/N grading unless internship supervisor grants exception. POL 299 Directed Study See description on page 94. POL 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. POL 499 Independent StudyIResearch See description on page 94. P sychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community. The curriculum's emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, church, and medicine. Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, physiological, developmental, social, cognitive, and industriaVorganizationa1psychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, association with Augsburg's active Psychology Club, Psi Chi Honor Society, and faculty-student research teams. Psychology Faculty Bridget Robinson-Riegler (Chair), Grace Dyrud, Emily Hause, David Matz, Nancy Steblay, Sean Truman Major The major is 10.5" courses Foundations of Psychology (5.5 courses) PSY 105 Principles of Psychology PSY 215 Research Methods: Design, Procedure, and Analysis I PSY 315 Research Methods: Design, Procedure, and Analysis I1 PSY 360* Psychology Laboratory (.5) At least one course from the following: PSY 325 Social Behavior PSY 354 Cognitive Psychology PSY 355 Biopsychology At least one course from the following: PSY 491 Advanced Research Seminar PSY 493 Seminar: Contemporary Issues Professional Perspectives (2 courses) PSY 399/396 Internship At least one course from the following: PSY 357 Behavioral Analysis PSY 359 Assessment PSY 263 Sports Psychology PSY 373 Industrial/Organizational Psychology PSY 385 Counseling Psychology Electives (3 courses in psychology) Majors are strongly encouraged to take more than the minimum10.5 required psychology courses; no more than 13 course credits can count for graduation. "For WEC students, PSY 360 is recommended, not required, hence the WEC major is 10 courses not 10.5 Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 299,399/396, and 499 may be counted. 254 Psychology Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. All psychology majors must have an adviser in the psychology department. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Concentration in Social Psychology Both the sociology and psychology departments offer courses relevant to students with interests in social psychology. The intent of the social psychology concentration is to provide students of either major with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology interest. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific requirements. Departmental Honors GPA of 3.0 in the major and 3.5 overall, and completion of a high-quality research project. Formal application must be made during the junior year. Please consult the department chair for more detailed requirements. Minor Five courses, including PSY 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 299,399/396, and 499 may be counted. PSY 105 Principles of Psychology An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. PSY 201 Health Psychology Consideration of the impact of psychological, behavioral, social, and biological interactions on health. (Prereq.: PSY 105) PSY 215 Research Methods: Design, Procedure, and Analysis I Part I of a two-term sequence. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, computer-assisted data analysis, and APA-style presentation of research findings. PSY 215 must precede PSY 315. (Prereq.: PSY 105, MPG 3, and sophomore status) Psy 235 Psychology and Law Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness issues, courtroom procedures, and forensic clinical practice. (Prereq: PSY 105) PSY 250 Child Development Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. (Prereq.: PSY 102 or 105) PSY 252 Adolescent and Young Adult Development Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 105) PSY 253 Aging and Adulthood Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population-the elderly. (Prereq.: PSY 105) PSY 256 Environmental Psychology This course uses a cultural-ecologicalviewpoint to study the influence of the physical environment, both natural and human-made, on behavior. (Prereq.: PSY 105) PSY 261 Personality/Cultural Context Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. (Prereq.: PSY 105) PSY 262 Abnormal Psychology An introduction to psychological disorders and treatment. (Prereq.: PSY 105) PSY 263 Sports Psychology Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. (Prereq: Psy 105) Psychology of Gender Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. (Prereq.: PSY 105) 256 Psychology PSY 295 Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 105) PSY 315 Research Methods: Design, Procedure, and Analysis II Part I1 of a two-term sequence. See PSY 215. PSY 315 should be taken in the term immediately following PSY 215. PSY 215 may be taken for one course credit without taking 315. (Prereq.: PSY 215 with a grade of 2.0 or higher, ENG 111) PSY 325 Social Behavior Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. (Prereq.: PSY 215, or PSY 105 and junior standing) PSY 354 Cognitive Psychology Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memoly, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215, or PSY 105 and junior standing) PSY 355 Biopsychology Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and altered states of consciousness. (Prereq.: PSY 215, or PSY 105 and junior standing) PSY 357 Behavior Analysis Principles of learninghehavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 215, or PSY 105 and junior standing) PSY 359 Assessment Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. (Prereq.: PSY 215, or PSY 105 and junior standing) Psy 360 Psychology Laboratory (.5 credit) Laboratory research experience under the supervision of a faculty member. Concurrent enrollment in a full credit upper-level course (designated courses will vary depending on the semester) and approval by the instructor are required. (Prereq: Psy 215) PSY 373 Industrial/Organizational Psychology The theoretical and applied study of organizations. Topics include personnel selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 215, or PSY 105 and junior standing) - Psychology 257 PSY 381 Historical Perspectives Focus on the'people in psychology's history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual histoly. (Prereq.: PSY 105 and junior standing, or consent of instructor) PSY 385 Counseling Psychology Principles and methods involved in the counseling process. Consideration of goals and ethical guidelines for the counseling relationship. (Prereq.: PSY 215, or PSY 105 and junior standing) PSY 490 Current Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 215 or consent of instructor) PSY 491 Advanced Research Seminar Research team experience in a seminar format. Designed to extend students' knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy Recommended for students headed for graduate school and those electing an honors major. (Prereq.: PSY 315 or comparable course approved by instructor) PSY 493 Seminar: Contemporary Issues Discussion and exploration of contemporary professional issues and social policy from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 315 or consent of instructor) Internships and Independent Study Courses. PSY 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. (Prereq.: PSY 105 and one other psychology course). PSY 299 Directed study See description on page 94. (Prereq.: PSY 105) PSY 3991396 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. Participation in a concurrent seminar is required. PSY 399 involves an off-campus internship; PSY 396 involves an on-campus internship. (Prereq.: PSY 315) PSY 499 Independent StudyIResearch See description on page 94. (Prereq.: PSY 315) 258 RELIGION, YOUTH AND - MINISTRY-REL, FAMILY YFM R eligion asks fundamental questions of life and meaning: Who are we as human beings? Where did we come from? Where did the world come from? What do good and evil mean in this time and place? Students will wrestle with these questions and with responses from the Christian traditions and from the perspectives of the other major world religions. Religion Faculty Philip Quanbeck I1 (Chair), Janelle Bussert, Nancy Going, Lori Brandt Hale, Bradley Holt, Russell Kleckley, Lynne Lorenzen, Mary Lowe, Beverly Stratton, Mark Tranvik mum of 13 total REL and YFM courses may be applied toward the 32-course requirement for graduation. Taking extra electives in REL or YFM may require students to complete more than the minimum 32 courses required for graduation. Transfer Courses All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed (2.0 or above) within the last ten years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective credit for the major. Students who have taken an approved introductory course in Bible and/or Christian theology at another college may take REL 300 in place of the college REL 100 and 200 requirement; consult the registrar's office. Majors Advising The Religion Department offers two majors: Religion ( E L ) and Youth and Family Ministry (YFM). All majors must have an adviser in the department. Departmental Honors Prerequisites Religion 100 or 300 (for advanced transfer students) is prerequisite to all other courses. Graduation Requirements GPA of 3.5 in the major and 3.0 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by Dec. 30 of the student's senior year. Courses designated REL and YFM are offered by the religion department. A maxi- Through the study of religion, students will learn to understand, appreciate, and articulate the Christian faith, as based in the Bible, as lived in the Christian fellowship, as embodied in the Christian Church and its history, and as interactive in the contemporary world and with other world religions. Students will also develop the ability to read and interpret the Bible, other religious texts, and various expres- Reliqion 259 sions and practices of faith, so that their meaning for human life in relation to God becomes evident. In addition students will develop skills for becoming leaders in the religious communities to which they belong and for living as responsible citizens with others whose religious views and practices differ from their own. A religion major encourages students to seek their future in the world andlor church through a sense of vocation, serving as pastors, associates in ministry, nurses, youth and family ministry lay professionals in congregations, and as social service and human resource professionals in a wide variety of settings. BACHELOR OF ARTS Religion Major REL 210 REL 495 Research Methods in Religion Religion Seminar Five additional electives Note: Seminar, especially for majors, should be taken in the junior or senior year. One New Testament Greek course may be applied to the major. Religion Minor Five religion courses including REL 100 and 200. (Advanced transfer students take REL 300 and four electives.) Note for majors and minors: At least two upper division courses must be taken at Augsburg College. Students are required to have at least a 2.0 GPA in courses counted toward the major or minor. One or two courses in Youth and Family Ministry (YFM) may count toward the religion major or minor. Eight courses including: REL 200 Christian Vocation and the Search for Meaning I1 or REL 300 Bible, Christian Theology, and Vocation REL 100 Christian Vocation and the Search for Meaning I This introductory course will explore some of the biblical and theological resources that the Christian tradition, seen through the lens of vocation, brings to the search for meaning. Not accepted for credit for students who have taken REL 300. REL 190 Christianiv and Contemporary Culture This introductory course will explore some of the biblical and theological resources that the Christian tradition brings to the dialogue with contemporary culture. The specific focus will vary; possible topics may include Christian perspectives on and responses to: political life, religious pluralism, global communities, consumerism, the media and the internet, ecological concerns, apocalyptic expectations, violence in society, health care issues, new age spiritualities, and others. NO PREREQUISITE. - 260 Religion REL 100 or 300 is a prerequisitefor all other religion courses. REL 200 Christian Vocation and the Search for Meaning II This course focuses on articulating students' own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. (Prereq.: REL 100 and critical thinking entry level skill pass or GST 100) REL 210 Research Methods in Religion An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history), including methods and research skills. (Prereq.: ENG 111 and REL 200) REL 221 Biblical Studies The origin, literary character, and transmission of the biblical documents; the task of biblical interpretation; and the history of Israel and the emergence of the church. Not accepted for credit for students who have taken REL 301 or 302. REL 231 Religion in African-American History An examination of selected topics related to the Black experience, e.g., African backgrounds, religion under slavery, and evangelicalism. REL 300 Bible, Christian Theology, and Vocation This foundational course for advanced transfer students explores the Bible, Christian tradition, and vocation. Students will articulate their own theological questions and positions and begin to recognize and evaluate religious claims in a world of many religions. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 100, 111, 221, or 331. REL 301 lnterpreting the Old Testament An investigation of the Torah, Prophets, and Writings, including forms, genres, historical contexts, portrayal of God, and interpretation of these texts by ancient and modem Jewish and Christian communities. (Prereq.: REL 100 or 300 and critical thinking entry level skill pass or GST 100) REL 302 lnterpreting the New Testament Historical, literary, and theological interpretation of Paul's letters, the gospels, and other New Testament writings as persuasive literature for ancient and modem communities. REL 306 NonWestern Christianity A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the deep questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity. REL 308 Psalms, Songs, and Religious Poetry A study of poetry from the Christian tradition and its interpretation, focusing on biblical psalms and poems, religious poetry, and Christian hymns and songs. Reliqion 261 REL 309 REL 313 Religion at the Movies Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. Environmental Theology and Ethics An overview of contemporary environmental theology and theologically-based approaches to environmental ethics using case studies of environmental problems in Mexico and Central America. Taught in Mexico during spring semester program. REL 320 Buddhism and Christianity in Thailand An examination of Buddhism and the interface of Buddhism and Christianity in Thailand, with attention to the plurality of religions, the role of Christian mission, and religious responses to some of Thailand's contemporary problems such as AIDS and the sex industry. Short-term travel seminar. REL 343 Theology of Marriage and Family An examination of the nature of modem marriage and family relationships within the context of the faith and practice of the Christian church. REL 346 Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Taught in Namibia semester program. REL 353 Denominations and Religious Croups in America A study of the beliefs and worship practices of the major Christian denominations and of many contemporary American religious groups. Some controversial religious movements will also be considered. REL 356 World Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. REL 357 Giants of Christian Faith Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. REL 362 Theology of the Reformers , An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. (Prereq.: ENG 111and REL 200 or 300) REL 363 Religion in America A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations, and the responses of religion to the challenges of its environing culture. 262 Religion 7 REL 366 Latin American Liberation Theologies A study of the dominant theological perspectives that have shaped Latin America culture and politics. Focuses on the relationship between theology and sociaVpolitica1 transformation. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENG 111, junior standing, and REL 100 or 300) REL 374 Science and Religion A study of the implications for Christian theology of modem science, particularly physics and biology, and the ethical implications of some of the technologies that have derived from these sciences. REL 383 Process Theology Influences of the relational world view of process philosophy on Christian faith and ethical deliberations (including killing, abortion, human sexuality, and euthanasia). REL 386 Speaking of Genesis An investigation of scholarship on Genesis and the role of interpretaton through study of the characters and values portrayed in Genesis and related biblical texts. REL 390 Theology of Death and Dying A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modem medical technology. REL 425 Christian Spiritual Practices A practical forum on "habits of the heart" that sustain Christian service. Students explore and critically reflect on the value and practice of spiritual disciplines such as prayer, meditation, joumaling, and service to the poor. REL 435 Vocation and the Christian Faith This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make vocation the lens through which they view their lives and communities. REL 441 Feminism and Christianity Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. REL 471 Jesusand His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. - Religion 263 REL 472 Paul the Apostle A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. (Prereq.: Critical thinking entry level skill pass or GST 100) REL 475 Judaism An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community. REL 481 Contemporary Theology An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian church. (Prereq.: ENG 111and REL 200 or 300) REL 483 Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. REL 490 Topics in Religion Selected topics in religion. REL 495 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. (Prereq.: ENG 111 and REL 210. Fall) Internships and Independent Study Courses: REL 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. Limited to special cases. REL 299 Directed Study See description on page 94. REL 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. REL 499 Independent StudyIResearch See description on page 94. For religion majors only. See department listingfor a description of thefollowing approved elective: HIS 378 Medieval Church PHI 350 Philosophy of Religion SOC 360 Religion and Society =YOUTH AND FAMILY Youth and Family Ministry Major The major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This major is interdisciplinary, combining a core study of theology and Bible with supporting coursework in the social sciences. A distinctive part of the major is the combination of practical and theological training. Students are accepted into the program through a two-step candidacy process. Contact the youth and family ministry coordinator in the religion department about when and how to apply for candidacy. This major requires 150 hours of supervised contextual education (YFM 207) as preparation for a 150-hour internship (YFM 399) with a congregation or ministry organization. YFM majors are encouraged to plan class schedules to allow for either extending the internship experience for a full year, or completing the internship semester while carrying only one additional class. Consult the youth and family ministry coordinator for advising. Youth and Family Ministry Major Eleven courses including Theology core: REL 200 Christian Vocation and the Search for Meaning I1 or REL 300 Bible, Christian Theology, and Vocation REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament REL 362 Theology of the Reformers REL 495 Religion Seminar Youth and family ministry core: YFM 207 Contextual Education [required non-credit field experience] YFM 232 Peer Ministry: Principles and Leadership YFM 235 Basics in Youth and Family Ministry YFM 358 Life and Work of the Church or YFM 316 Church and Culture in Context YFM 399 Internship REL 343 Theology of Marriage and Family REL 425 Christian Spiritual Practices and three supporting courses SOC 231 Family Systems: A CrossCultural Perspective PSY 105 Principles of Psychology or PSY 102 The Individual in a Social World PSY 35 1 Child Development or PSY 352 Adolescent and Young Adult Development or SWK 260 Humans Developing Note: A student with a youth and family ministry major or minor may not also major or minor in religion. Youth and Family Ministry Minor The minor consists of the following six courses REL 200 Christian Vocation and the Search for Meaning I1 or REL 300 Bible, Christian Theology, and Vocation YFM 235 Basics in Youth and Family Ministry YFM 232 Peer Ministry one Bible survey course from: REL 221 Biblical Studies REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament one upper division YFM course from: REL 343 Theology of Marriage and Family YFM 316 Church and Culture in Context YFM 358 Life and Work of the Church - Youth and Family ~ i n i s t e265 one formal, supervised field work experience: YFM 207 Contextual Education (noncredit requirement) YFM 399 Internship or field work with youth and families, supervised through another major and approved by the religion department youth and family ministry coordinator. YFM 207 Contextual Education (.O course) Students reflect upon and relate their learning of theology, the youth and family ministry model, and supporting social science courses to experiences during 150 hours in an approved congregational setting. They discuss ministry issues with peers and supervisors and begin preparation of their professional portfolios. This is a non-credit requirement for the major. It may be done over two to three semesters. (Prereq.: Candidacy step #1) YFM 232 Peer Ministry: Principles and Leadership Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listenerhelper. Peer ministry integrates the act of caring and serving others within a Christian belief system. YFM 235 Basics in Youth and Family Ministry Development of youth and family ministry in the U.S. Conceptual models and basic skills for holistic approach to youth and family ministry in a congregation. YFM 316 Church and Culture in Context A study of culture and church life and the contemporary religious situation in another country. Emphasis will be on the role of congregations and families in both that country and the United States in shaping and nurturing faith through Christian education and curriculum, youth and family ministry, and parish life. Short term travel seminar, offered in the summer. YFM 358 Life and Work of the Church A study of the role of congregations and families in shaping and nurturing faith through Christian education and curriculum, youth and family ministry, and parish life. YFM 399 Internship Supervised practice of youth and family ministry during 150 hours in an approved congregational setting. Students complete a formal internship agreement and projects. (Prereq.: Candidacy step #2) YFM 499 Independent Study/Research See description on page 94. T his major, offered through the Associated Colleges of the Twin Cities (ACTC), seeks to give the broadest possible exposure to the history, politics, economics, literature, and philosophy of Central and Eastern Europe and Russia. This interdisciplinary major offers an opportunity to become well acquainted with societies in socio-economical and political transition as well as the rich literary and cultural achievements of the area. Experience with the Russian language or, through the University of Minnesota one of the Eastern European languages, is required. Russian, Central, and East European studies is a sound liberal arts major offering considerable flexibility and career opportunities, especially when combined with another major or minor in business, economics, history, language, and literature or political science. Courses are offered at Augsburg College, Hamline University, Macalester College, the College of St. Catherine, and the University of St. Thomas, thus drawing on the faculty and resources of the five ACTC institutions. Adviser Magda Paleczny-Zapp Major Eleven courses, including language and area studies courses: A. Language Courses: Two years of basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or equivalent competencies. B. Area Studies Courses: Track 1: Concentration in humanities Five courses: Four courses from the list of approved courses in Track 1,plus one course from Track 2, as approved by adviser. Track 2: Concentration in social sciences Five courses: Four courses from the list of approved courses in Track 2, plus one course from Track 1, as approved by adviser. C. Two other courses selected from either Track 1 or Track 2. D. Students are strongly recommended to take a third year of Russian or any other East European language. A program of study abroad in Russia or one of the Central or East European countries during a semester, Interim, or during the summer is strongly encouraged. All options should be discussed with the student's adviser. ' - Russian, Central, and East European Studies 267 TRACK 1 HUMANITIES CONCENTRATION HIS 348 Russia and Soviet Union in the 20th Century REL 420 The Russian Orthodox Church TRACK 2 SOCIAL SCIENCES CONCENTRATION REL 420 The Russian Orthodox Church ECO 317 Comparative Economic Systems EC0 495 Topics (Requires permission of adviser) POL 351 Topics in CommunistPost Communist Systems (Requires permission of adviser) POL 363 Russian and Chinese Foreign Policy Students may take other Eastern European language courses that are offered at the University of Minnesota through ACTC. See the adviser or contact the ACTC office for further information. Students may not receive credit for the same course taken on different campuses. Since courses with similar content may not always have similar titles, students are strongly encouraged to pay careful attention to the list below. The following courses are considered to be equivalent to one another: (Letters following course numbers designate location: H=Hamline; M=Macalester; C=St. Catherine; T=St. Thomas) See Nordic Area Studies. HIST 60 M State and Society in Tsarist Russia is equivalent to: HIST 337 H Modem Russia from the Empire to Revolution HIS 348 at Augsburg Russia and the Soviet Union in the 20th Century is equivalent to: HIST 333 T Eastem Europe, 1914 to the Present HIST 373 H The Heart of Europe: Central E\r Eastern Europe in the 20th Century HIST 351 C Russia: The Last of the Romanovs, Bolshevik Interlude, and the Russian Republic ECO 3 17 at Augsburg Comparative Economic Systems is equivalent to: ECON 25 M Comparative Economic Systems ECON 349 C Comparative Economic Systems ECON 349 T Comparative Economic Systems Faculty Advising Students should consult an adviser regularly in order to secure a coherent and effective program. Each ACTC institution has a faculty member on the Russian, Central, and East European Studies Committee. These advisers can help with selection of courses, recommendations for study abroad, and consideration of career options. The current advisers are: Augsburg, Magda Paleczny-Zapp, 612-330-1761; Hamline, Karen Vogel, 651-523-2973; Macalester, Gary Krueger, 651-696-6222; and St. Thomas, Sr. Mary Shambour, 651-962-5164. s tudents preparing to teach social studies at the secondary level must complete, in addition to the professional requirements to be met within the Department of Education, a program designed to provide a broad foundation in the social sciences. Coordinators Don Gustafson, degree-seeking students. Anne Kaufman, licensure only and MAE graduate students. Social Studies Teaching Licensure Broad base requirements: ECO 113 Principles of Microeconomics HIS 220 America to 1815 or HIS 221 19th-Century United States or HIS 222 20th-Century United States POL 121 American Government and Politics PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 241 Foundations of Cultural Anthropology One course in geography (human or cultural) Plus a major in one of six fields-economics, histoly, political economics, political science, psychology, or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary social studies major is available for persons holding a bachelor's degree and seeking licensure only. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the social studies coordinator. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. T he social work major prepares graduates for entry-level generalist practice in the field of social work. The baccalaureate social work program is accredited by the Council on Social Work Education and leads to a bachelor of science degree. Graduates are prepared to work with individuals, families, groups, organizations, and communities building on strengths, and to develop, analyze, and influence social policy. The mission of the department is to develop social work professionals for practice that promotes social justice and empowerment towards the well-being of people in a diverse and global society. Augsburg's social work major provides a strong foundation for graduate studies in a variety of fields. Since 1991 Augsburg has offered a full-time Master of Social Work (M.S.W.) degree on a weekend schedule. Augsburg College's motto, "Education for Service," exemplifies the philosophy of the Department of Social Work. The Twin Cities area provides both a variety of field placements for social work students and extraordinary community resources for the classroom. The social, cultural, ethnic, and economic diversity in this metropolitan area enriches opportunities for social work students to learn to understand, appreciate, respect, and work with people different from themselves. The social welfare minor and electives in the department allow students from other majors to gain knowledge about human needs and growth, human services, global social welfare, and the methods of effective citizenship. Using this knowledge, students are encouraged to apply their talents and skills to address the needs of society, always emphasizing social justice and the central importance of diversity in the social fabric of our world. Social Work Faculty Anthony Bibus (Chair), Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director), Francine Chakolis, Annette Gerten, Barbara Lehmann, Rosemary Link, Sharon Patten, Curt Paulsen, Karen Robards (BSW Program Director), Nancy Rodenborg (BSW Field Coordinator), Glenda Dewbeny Rooney, Michael Schock, Maryann Syers (Field Education Coordinator) 270 Social Work - Major Ten core courses: SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice I: With Individuals SWK 307 Field Work I: Integrative Seminar SWK 316 Social Work Practice 11: With Families and Groups SWK 317 Field Work 11: Integrative Seminar SWK 402 Research I: Fundamentals of Social Work Research and Evaluation (.5) SWK 403 Research 11: Evaluation of Social Work Practice and Programs (.5) SWK 406 Social Work Practice 111: With Communities and Policies SWK 407 Field Work 111: Integrative Seminar SWK 417 Field Work IV: Integrative Seminar SWK 419 The Social Worker as Professional and seven supporting courses: BIO 101 Human Biology PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 231 Family Systems: A Cross-Cultural Perspective SOC 265 Race, Class and Gender SWK 257 Exploring Human Services SWK 260 Humans Developing A minimum grade of 2.0 is required for each core course and a 2.0 GPA is required in the supporting program. A statistics course is recommended for students planning on graduate school. In accordance with accreditation standards, the Social Work Department does not grant social work course credit for life experience or previous work experience. Candidacy Social work majors must be granted candidacy status before the beginning of the first practicum in the junior year. Certain 300- and 400-level courses list candidacy as a prerequisite. An application, written self-statement, reference letters, and the completion or planned enrollment in all core and supporting program courses below the 400 level are necessary to apply for candidacy Social Welfare Minor (for other majors) Six courses including: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 406 Social Work Practice 111: With Communities and Polices SOC 265 Race, Class and Gender and one course from: POL 121 American Government and Politics POL 158 Political Patterns and Processes POL 325 Politics and Public Policy - Social Work 271 ELECTIVE COURSES ARE OPEN TO ALL STUDENTS. SWK 230 Global Peace and Social Development This course offers a framework of non-violent social change and development in the global context. It also identifies the focus of social work in addition to many other disciplines that are vital to fostering peace. SWK 257 Exploring Human Services This experiential learning course is designed to help students learn about themselves in relation to a possible major or future career in social work. Students must arrange to perform 40 hours of work in a human service agency and must attend the weekly seminar. The course also critically examines how economic and political structures affect diverse groups. SWK 260 Humans Developing This course provides an understanding of human growth through life and of the sociocultural, biological and psychological factors that influence the growth of individuals and families. Growth related to diverse populations and groups or special stresses is also a focus. SWK 301 History and the Analysis of Social Policy This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental responses to human needs and the contribution of social workers historically will be explored. (Prereq.: junior standing or consent of instructor) SWK 406 Social Work Practice Ill: With Communities and Policies This course focuses on social change through community organization and influencing policies. Students build an understanding of communities, human service agencies, and policy practice in the local community. (Prereq.: senior standing or consent of instructor) COURSES RESERVED FOR SOCIAL WORK MAJORSONLY SWK 306 Social Work Practice I: With Individuals This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals, and development of relationship building skills. Includes video-taping laboratory sessions. (Concurrent with SWK 307 Integrative Seminar and with SWK 301 in the day program, and junior standing) SWK 307 Field Work I: Integrative Seminar Beginning supervised professional practicum experience in a social work agency that focuses on interviewing experience and relationship building. A total of 120 hours, plus a small-group integrative seminar. (Concurrent with SWK 301 in day program and SWK 306 in day and WEC. P/N grading only) - 272 Social Work SWK 316 Social Work Practice II: With Families and Croups This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on generalist practice in group and family work. (Prereq.: SWK 306, SWK 307, and candidacy status) SWK 317 Field Work II: lntegrative Seminar Progressively-responsible, supervised professional social work experience including work with individuals, families, groups, and communities in a social service agency. A total of 120 hours, continuing SWK 307, plus an integrative seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading only) SWK 402 Research I: Fundamentals of Social Work Research and Evaluation (.5 course) This is the first part of a sequence introducing students to basic research methods that social workers commonly use in their practice. Students learn not only to become knowledgeable consumers of social work research but also to develop beginning skills in evaluating social work practice and social service programs using quantitative and qualitative methods. SWK 403 Research II: Evaluation of Social Work Practice and Programs (.5 course) This is the second part of a sequence in which students learn to use evidence in evaluating whether their practice and programs are helping or harming clients. Since these courses cover the graduation skill of Quantitative Reasoning, students learn to apply techniques of statistics and data analysis in research and evaluation. (Prereq.: SWK 402 and MPG 3) SWK 407 Field Work Ill: lntegrative Seminar Field work practicum, a total of 120 hours plus integrative seminar. (Prereq.: Senior and candidacy status. P/N grading only) SWK 41 7 Field Work IV: lntegrative Seminar Continuation of SWK 407; a total of 120 hours plus integrative seminar. (Prereq.: Senior and candidacy status. P/N grading only) SWK 419 The Social Worker as Professional This course reviews professional ethical practice, organizational analysis, strategies for agency change, and client empowerment, and social work career planning. (Prereq.: Senior and candidacy status) - Social Work 273 Internships and lndependent Study Courses: SWK 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. SWK 295 Topics: Special themes in social work specified in subtitle. SWK 299 Directed Study See description on page 94. SWK 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. SWK 499 lndependent StudyIResearch See description on page 94. s ociology is the study of society as a whole and i f human social organization in groups. The sociological perspective provides a way to better understand the social world and how human beings come to think and act as they do. The goal of the department is to guide students in gaining knowledge of the social order, how it affects them in their daily lives, and how it can be applied to their vocation. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, and field studies. The department urges students to use Augsburg's metropolitan setting as a laboratory for learning. Internships, service learning, and cooperative education enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the human resources departments of both government and private corporations, in the criminal justice field, and as professors of sociology. Others have used their majors as preparation for advanced study in areas such as l a y the ministry, social work, urban planning, and human services. Sociology Faculty James Vela-McConnell (Chair), Eric Buffalohead, Lars Christiansen, Gany Hesser, Michael O'Neal, Diane Pike, Tim Pippert Major Ten courses including: SOC 121 Introduction to Human Society SOC 349 Organizational Theory SOC 362 Statistical Analysis SOC 363 Research Methods SOC 375 Social Psychology SOC 485 Sociological Theory SOC 490 Senior Seminar and three additional sociology courses. Note: SOC 399 is highly recommended. Majors must have a 2.0 or better in each required course to receive credit in the major. Concentration in Community Studies This concentration is designed to give sociology majors a concentration in urban community studies, which includes an applied sociology focus emphasizing city and community planning with a required internship. In addition to the seven core courses, students are required to take four additional courses: SOC 211, SOC 381, SOC 399 and one additional elective. See Gany Hesser for advising and visit the department Web site for details. Concentration in Crime and Deviance Students interested in community crime prevention as well as the traditional aspects of criminal justice-courts, prisons, probation, and law-will be served by this concentration in the major. Additional courses required for the concentration include: SOC 265, SOC 277, a deviance course, PSY 335, and an upper division Internship approved by the department. See Diane Pike for advising and visit the department Web site for details. - Sociology 275 Concentration in Cultural Anthropology This concentration offers sociology majors an opportunity to examine and develop the methods and theoretical perspectives used by cultural anthropologists to study and understand the dynamics of culture. To complete the concentration, the sociology major must complete five additional courses beyond the seven core courses. Two of those courses must be SOC 241 and SOC 499. The remaining three courses must be selected one each from three course groupings: World Cultures, Anthropological Research, and Theoretical Perspectives. See Eric Buffalohead for advising and visit the department Web site for details. Concentration in Organizational Analysis and Development A course of study designed for students who plan to work in organizational settings including corporate, government, and non-profit sectors. Students will learn how organizations are structured, function, and change, how people relate in organizational settings, and how organizations succeed and why they sometimes fail. The concentration both theoretically and experientially equips students with skills to effectively lead and manage organizations, and to succeed within organizations while achieving their ~ersonalcareer and professional goals. Courses required beyond the core major requirements are: Work and Society (SOC 222), a practicum in Advanced Organizational Analysis and Development, and three courses in related fields-one from BUS 242 or ECO 113, one from PSY 373 or BUS 340, and one from SPC 345 or SPC 410. See Lars Christiansen for advising and visit the department Web site for details. Concentration in Social Psychology The intent of the social psychology concentration is to provide sociology andlor psychology students with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in l a y consulting, research, and social policy, as well as many other areas. In addition to the seven required sociology major courses, students must take: PSY 105, PSY 325, SOC 399, and PSY 491. See James Vela-McConnell for advising and visit the department Web site for details. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Departmental Honors To complete departmental honors in sociology, the student must have a minimum GPA of 3.5 in the major and overall. In addition, students must: (1) successfully complete an internship, independent study, or cooperative education experience; (2) submit a portfolio including an honors essay and completed papers and projects. See department chair and website for specific requirements. An application for departmental honors/graduation with distinction must be completed by spring of 276 Sociology the junior year. Successful completion of departmental honors in sociology automatically qualifies the student for graduation with distinction from the college. Minor Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required to have at least a 2.0 GPA in courses counting toward the minor. SOC 121 Introduction to Human Society What is society and how does it make us who we are? Sociology offers insights into discovering the world and one's place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. (Fall, spring) SOC 21 1 Community and the Modern Metropolis How is community possible in the context of multicultural, social, and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this theme. (Fall, spring) SOC 222 Work and Society Through a sociological analysis of the social and technical organization of work in capitalist society, this course explores the various meanings of work, the work ethic, the functions and schools of management, social relations at work, and the character of past and contemporary occupations and industries. SOC 231 Family Systems: A Cross-Cultural Perspective The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modem cultural and social patterns. (Fall, spring) SOC 240 Protest and Social Change: The Sociology of Social Movements Why do people engage in protests and join social movements? What conditions are necessary for the formation of social movements? Why and how do social movements emerge, and decline? Is violence a legitimate strategy of social change? What impacts do social movements have on social institutions, the state, culture, and even personal identity? The purpose of this course is to explore these and other questions through studying social movement theory and several social movements occurring over the last two centuries. (Prereq: SOC 121 or consent of instructor) - Sociology 277 SOC 241 Foundations of Cultural Anthropology Course objectives include giving students an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring) SOC 265 Race, Class, and Gender Who gets what, when, and how? Individuals and groups from diverse backgrounds-race, ethnicity, class, gender, and sexuality--receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. (Fall, spring) SOC 277 Introduction to Criminology What do we know about crime in American society? How can we explain crime sociologically? Topics include: theories and patterns of crime, police, courts, corrections, and criminal policy (Fall) SOC 290 Cultures of Violence What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives to conflict. (Offered on rotating schedule) SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. (Prereq.: consent of instructor) SOC 349 Organizational Theory What is the nature of these modem organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure, as well as corporate deviance. (Prereq.: SOC 121 or consent of instructor. Spring) SOC 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements and institutions in American society. (Prereq.: SOC 121 or consent of instructor. Fall) SOC 362 Statistical Analysis This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis--be it in an academic joumal or a daily newspaper. (Prereq.: MPG 3. Fall) - 278 Sociology SOC 363 Research Methods Good research40 you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor. Spring) SOC 375 Social Psychology How does society construct the individual? How does the individual construct society? This course analyzes the dynamic tension between the self and society as well as the major questions, issues, perspectives, and methods of the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring) SOC 381 The City and Metro-Urban Planning Emphasis centers on alternative theories and approaches to planning and shaping metropolitan areas. Readings, simulations, outside speakers, and field research in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring) SOC 390 Social Problems Analysis How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. (Prereq: Soc 121 or consent of instructor) SOC 410 Practicum in Organizational Analysis and Development In this course students and the professor work together-as a team-to discuss readings, to visit and analyze local organizations, and work on a project with a community partner. We will explore organizational theory through classic, pathbreaking, and contemporary readings in the fields of the sociology of organizations and organizational theory, discuss those ideas in their own terms, in relation to other theories, and in application to our experiences with local organizations. (Prereq: SOC 222 and SOC 349) SOC 485 Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: Two courses in sociology including SOC 121 or consent of instructor. Fall) SOC 490 Senior Seminar This capstone experience provides the opportunity for majors to integrate the sociology program and general education, develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity Pass/No Pass grading. Seniors only. (Spring) - Sociology 279 Internships and Independent Study Courses: SOC 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. SOC 299 Directed Study See description on page 94. SOC 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. SOC 498 lndependent Study-Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic, and integrated utilization of resources available in the metropolitan community, supplemented by traditional College resources. (Prereq.: SOC 121 or 211-andlor consent of instructor. Fall, spring) SOC 499 lndependent StudyIResearch See description on page 94. (Prereq.: SOC 121, consent of instructor and department chair. Fall, spring) SPANISH See listing under Modem Languages. T he study of theatre is firmly grounded in the liberal arts, integrating knowledege and principles from many academic and artistic disciplines, including speech/communication, art, music, history, English, literature, business, philosophy, and religion. Both the curriculum and dramatic productions by the Theatre Arts Department offer valuable cross-disciplinary connections for the campus while also providing a solid base in classical, modem, contemporary, and multicultural theatre. ~ - Augsburg's location in the heart of a major theatre center makes it an ideal place to study theatre. At Augsburg we seek to create every opportunity for students to grow both as theatre artists and scholars, by encouraging connections between our campus and the greater arts community while also exploring connections between theory and application. Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theame professionals from the Twin Cities community who work closely with students,) and attendance at numerous professional productions in the Twin Cities. Augsburg theatre productions are treated as unique learning laboratories where students can enter into creative collaboration with faculty and professional artists-in-residence. In addition to learning skills specific to theatre, students in theatre arts learn valuable skills applicable to other professions: collaboration, verbal and non-verbal communication, organization, critical thinking, leadership, creativity, and self-expression. Involvement in theatre arts can help prepare students for such careers as law, edu- cation, business, communication, and journalism, as well as prepare theatre students for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the workplace, the department strongly encourages a second major or minor in such fields as communication arts, art, English, education, music, or religion. Theatre Arts Faculty Martha Johnson (Chair), Julie Bolton, Michael Burden, Darcey Engen, Sandra Schulte BACHELOR OF ARTS Theatre Arts Major Ten THR courses-eight required core courses and two courses chosen from THR electives, plus 10 theatre practicum units taken as THP courses. Eight core courses: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism I1 THR 366 Stage Direction I Two electives from: THR 226 Movement for the Theatre THR 350 Voice for Speech, Stage, and Screen THR 360 Interpretive Reading THR 365 Advanced Acting Ten theatre practicum units distributed as follows: 1-5 practicum units in the performance area from THP 111 or THP 118; 4-8 racticum units in the production area rom THP 112, THP 113, THP 114, THP 115 or THP 116; 1-2 practicum units in he artistic area from THP 117, THP 119 or THP 120. Please note that all theatre practicum ourses count as one theatre practicum unit except for THP 116, Stage Management (three practicum units) and THP 115 Assistant Stage Managements two practicum units), because of the xceptional time requirement of these two practicum areas. The following cross listed and capstone courses are encouraged, but not required: THRMUS 235 Skills of Music Theatre THRIENG 325 Playwriting THR 333 Acting for the Camera THR 399 Internship THR 499 Independent Study THR 002 or 005 is recommended to fulfill one of the lifetime sports requirements. Students may take a maximum of 13 credits in the major. Unless you are a transfer student, all eight core courses must be taken at Augsburg; therefore, careful, early planning is required. Freshmen planning to major in theatre a r t s should begin with courses THR 226, 222, 232; sophomores: THR 228, 245,361, 362; juniors: THR 325,328,350,360,361, 365; seniors THR 365, 366. Note: Some courses are offered alternate years only Majors must participate in two out of 5ree dramatic productions every year. jtudents must maintain an overall 2.0 GPA :o have major participation in productions. - - Theatre Arts 281 Departmental Honors Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall and, as part of their major, complete a substantial independent project of honors quality (THR 499). Honors can&dates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. Transfers: Transfer students are required to take a minimum of three Augsburg upper division theatre arts courses. Theatre Arts Minor Five courses including: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft or THR 328 Theatrical Design THR 232 Acting THR 361 Theatre History Criticism I or THR 362 Theatre History Criticism I1 THR 366 Stage Direction I Five theatre practicum units including THP 111plus four theatre practicum units fiom THP 112,113, 114,115, or 116. See note above about THP 115/116. Film Major and Minor See a description and requirements for the film major and minor in the Communication Studies section of the catalog. 282 Theatre Arts Theatre History and Criticism Dramaturgy Minor Five courses: THR 222 Introduction to Theatre THR 325 Playwriting THR 361 Theatre History Criticism I THR 362 Theatre History Criticism 11 A directed studies course in dramaturgy or theatre criticism or theatre history Dance and Theatre Teacher Licensure Major This major, combined with secondary education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of theatre and dance in public schools and allows them to become certified to teach at the elementary through the secondary level. The major is limited to licensure for teachers of dance and theatre arts with a theatre specialization and does not include licensure with dance specialization. All theatre courses are taught in day program only. Recommendation for teacher licensure is granted only to students who complete the requirements for this major with a minimum grade of 2.0 in major and practicum courses, and with a minimum cumulative GPA of 2.5 in the major. All theatre requirements must be completed prior to student teaching. For additional education requirements, see the secondary education section of this catalog and consult with the education department. 11required theatre (THR) courses (nonpracticum) : THR 116 Creative Drama: Acting and Improvisation THR 222' Introduction to Theatre THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 2952 Topics: Modem Dance, Improvisation and Choreography THWENG 325 Playwriting THR 328 Theatre Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism I1 THR 366 Stage Direction Five total practicum units: THP 111, 112, 113, 114 (light board operator); and one of the following: THP 115, 116, 117 (Assistant Director, Choreographer or Assistant Choreographer), or 120. Also required: ESE 320 Special Methods in Teaching Theatre and Dance For secondary education licensure coursework, see the secondary education section of this catalog and consult with the education department. 'THR 222 is linked to an AUG SEM course, but may be taken separately THR 295 has the following two prerequisites: THR/HPE, 002, Introduction to Dance and THR/HPE 005, Modem Dance and Improvisation (non-credit Lifetime Sports classes) or an approved ACTC dance course or consent of instructor. One recommended, but not required, theatre course: THRMUS 235 Skills of Music Theatre - Theatre Arts 283 THRIHPE 002 Lifetime Sports-Introduction to Dance (.O course) This course offers an o v e ~ e w of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and stretches. Each class includes a rigorous, physical warm-up, mixing yoga, pilates, and modem dance. THRIHPE 005 Lifetime Sports-Modern (.O course) Dance and lmprovisation Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (Prereq.: THR/HPE 002, 003, or instructor's permission. NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the lifetime sports requirement.) THR 116 Creative Drama: Acting and lmprovisation A study of theatrical movement, voice, mime, mask, improvisation, acting with an emphasis on active participation and reflective writing. Teaching and instructional methods of creative drama are included in course content. This course is primarily designed for non-majors and does not fulfill credit toward the theatre arts major. THRICOM 216 lntroduction to 16 mm Film This course demonstrates the basics of 16 mm. filmmaking. The student will make short films that demonstrate the art and process of shooting in BIW. THR 222 Introduction to Theatre An introduction to dramatic art including major historical periods, plays, artists; dramatic structure; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall) THR 226 Movement for the Theatre This course will explore principles of movement used in the art of acting. The goal will be to improve the actor's physical energy, concentration, balance, control, clarity timing, spontaneity, and energy. This course will use established theory and techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. THR 228 lntroduction to Stagecraft An introduction to the backstage world of the theatre; its organization, crafts, magic, and creative processes. Students will execute practical projects, attend theatre tours, see professional productions, and participate on the Theatre ~ lab requireDeparment's fall production. Open to all students. F O hour ment. (Fall) THR 232 Acting An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to scene and character study in American drama. Students attend and review local professional productions. (Prereq.: Theatre major or consent of instructor. Spring, 284 Theatre Arts THRIMUS 235 Skills of Music Theatre An interdisciplinary approach to the topic using music and theatre techniques to develop the student's basic skills of music-theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. THR 245 Introduction to Asian and Asian American Theatre A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asia and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. (Fall: alternate years) THR/ENC 325 Playwriting An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENG 111and one literature course. ENG 226 also recommended. Alternate years) THR 328 Theatrical Design Introduction to scenery and lighting design for the stage. Each student will execute three design projects using a research based design process. Class will take theatre tours, host visiting artists, and have a practical involvement in two Augsburg College productions. Forty hour lab required, materials needed. (prereq.: THR 228 or junior status. Spring) THR 333 Acting for Camera An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. Students are strongly encouraged to take SPC 343 concurrently or prior to taking this course. Alternate years. Prereq: THR 232 THR 350 Voice for Speech, Stage, and Screen A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Alternate years) THR 360 Interpretive Reading Basic principles of oral interpretation of narrative verse and dialogue forms of drama. Study, written analysis, discussion, practice, and performance of readings before small and large groups. (Prereq.: ENG 111. Spring) THR 361 Theatre History and Criticism I An overview of theatre history, dramatic literature, and criticism from the clas- sical Greek through the Italian Renaissance period. Reading of plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 362. (Prereq.: ENG 111. Fall: alternate years) - - Theatre Arts 285 THR 362 Theatre History and Criticism II An overview of theatre history, dramatic literature, and criticism from the Italian Renaissance through the contemporary theatres. Reading of plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 361. (Spring: alternate years) THR 365 Advanced Acting This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the performance de&inds of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare,French neoclassicism, Restoration comedy, realism, and non-realism), culminating in a public recital. (Prereq: THR 222 and THR 232 and 362 or consent of instructor. Fall or Spring) THR 366 Stage Direction The goal of the course is to understand and master basic principles and skills of stage direction: directing concepts, stage techniques, terminologies, script analyses; audition, casting, and rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. (Prereq.: THR 362, or consent of instructor. Spring, alternate years) THRISPC 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema's larger societal value and impact. Prereq: ENG 241 and JR/SR standing THR 495 Theatre Topics Selected topics in theatre. Internships and Independent Study Courses: THR 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. THR 299 Directed Study See description on page 94. THR 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. THR 499 Independent StudyIResearch See description on page 94. - 286 Theatre Arts THP courses involve practicum teaching and learning in the context of play productions and are required for the theatre arts majorlminor and the dance-theatre licensure major. All THP theatre practicum courses are taken for non-credit with Pass/No Pass grading. Evaluation by the faculty mentor will be based on: 1. successful and timely completion of practicum area for which student is registered; 2. positive and professional attitude and work ethic demonstrated by the student; and 3. demonstrated competency in practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of 2.0 in order to receive a P grade. THP courses require: Consent of instructor Supervision by theatre faculty A minimum of 40 hours of assessed participation by the student Registration for THP course for semester when practicum is completed Registration for practicum before deadline dates set by the registrar's office Please note: All majors will complete at least one THP unit in costumes. THP courses may be repeated. Crew work required for classes/coursework does not count towards practicum. Work-study hours do not count towards practicum. Completion of THP 115 and 116 count as two and three practicum units respectively because of the extraordinary amount of time required of the student. All other THP courses count as one practicum unit each. Transfer students are still responsible for the full unit requirements (10 major/5 minor.) Six practicum units (major) or three units (minor) must be completed while at Augsburg, and units to be credited from previous schools should have program verification or a letter from a previous theatre adviser. THP 11111211131 Theatre Practicum: ActingIPerformance 1 Practicum unit (.O course) Participation as performer (or as orchestra member) in a main stage theatrical production; in a main stage dance performance or recital (for dancdlicensure majors only); or substantial participation as an actor in a senior directing project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at two Forensics tournaments (at least 30 hours coaching and competition). THP 11211221132 Theatre Practicum: House Management 1 Practicum unit (.O course) Substantial participation (30 hour minimum) in house management, ushering, or box office. THP 113/123/133 Theatre Practicum: Set, Lights, Costumes 1 Practicum unit (.O course) Set or costume building, light hanging, for main stage production. - Theatre Arts 287 THP 114/124/134 Theatre Practicum: Running Crew 1 Practicum unit (.O course) Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. THP 115/125/135 Theatre Pradicum: Assistant Stage Management 2 Practicum units (-0 course) Assistant stage management for main stage production. THP 11611261136 Theatre Practicum: Stage Management 3 Practicum units (.O course) Stage management for main stage production. THP 117112711371147 Theatre Practicum: Artistic Assistance 1 Practicum unit (.O course) Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main stage production). THP 118 Theatre Practicum: Senior Acting Recital 1 Practicum unit (.O course) Must be taken with THR 499. THP 119 Theatre Practicum: Senior Design Project 1 Practicum unit (.O course) Must be taken with THR 499. A senior design project may be done in the area of scenery or lights in collaboration with another student's Senior Directing Project if the student cames the design project out as a THR 4991THP 119 combination. THP 120 Theatre Practicum: Senior Directing Project 1 Practicum unit (.O course) Must be taken with THR 499. URBAN STUDIES See Metro-Urban Studies. T he Women's Studies Program provides students with the opportunity to examine critically women's contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg College, Hamline University, the College of St. Catherine, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women's experiences. The Women's studies program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Women's Studies Faculty Cass Dalglish (Coordinator), Kristin M. Anderson, Janelle Bussert, Candyce Clayton, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Doug Green, Milda Hedblom, Sophia Jacobsen, Barbara Lehmann, Lynne Lorenzen, Anita Lutterman-Aguilar, Elise Marubbio, Kathleen McBride, Norma Noonan,Michael O'Neal, Timothy Pippert, Judy Shevelev, Beverly J. Stratton, Kathryn Swanson,James Vela-McConnell Major Ten courses that must include WST 201 Foundations in Women's Studies, a midlevel course in feminist theory or feminist philosophy selected from an approved list, WST 495 (Seminar), and WST 199 or WST 399 (internships). The remaining six electives are to be selected from approved women's studies courses, and should include at least two courses in the social sciences, two in the humanities, and one with a racial, ethnic, or global emphasis. At least three courses must be upper division courses. Students may take courses at any of the colleges participating in the Women's studies program. However, at least three courses must be completed at Augsburg. The writing component of the graduation skills requirements for the women's studies major must also be completed at Augsburg. Each student's program must have the written approval of the women's studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg's Center for Global Education. Two programs have been pre-approved for women's study credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Social and Environmental Justice: Latin American Perspectives (offered spring semester). Minor Five courses that must include WST 201; three electives, one of which must be upper division; and WST 495 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student's program must have the written -- Women's Studies 289 approval of the women's studies program coordinator. Transfer Students Students who transfer to Augsburg College and wish to complete a major or minor in women's studies are urged to consult with the director of women's studies immediately upon transfer. The Women's studies program has an articulation agreement with Century College that governs Century College students with a women's studies certificate who transfer to Augsburg. Transfers from other colleges and universities must consult with the director of women's studies for approval of courses for the major or minor. WST 201 Foundations in Women's Studies This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women's perspectives. Students will also study the diversity of women's experiences in terms of race, sexual orientation, and class. INS 233 Women: A Cross-Cultural Perspective Thii course will examine a variety of issues concerning the lives of women in non-Western societies, including their economic, political and social contributions, familial roles, and status in society Emphasis will be placed on the comparative roles of women in different cultures. WST 281 Topics in Women's Studies WST 305 Issues in Cay and Lesbian Studies A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and theory. The course includes guest speakers, a service-learning component at local glbt/supporting agencies, and some travel and experiences in the Twin Cities, including an immersion experience outside of class time. Required experiential education fee. Prerequisites:WST 201 or prior coursework in related fields (history, sociology, psychology) or consent of the instructor(s). WST 313 Environmental Issues in Latin America: Environmental Theology and Ethics (CGE Course. See International Studies, Social and EnvironmentalJustice: Latin American Perspectives) INS 320 American Indian Women (See American Indian Studies for course description.) WST 341 Environmental Politics (CGE Course. See International Studies, Social and Environmental Justice:Latin American Perspectives.) 290 Women's Studies I WST 355 Cultural Conflict and Change in Latin America (CGE Course. See International Studies, Social and Environmental Justice: Latin American Perspectives.) WST 359 Women, Gender and Social Change in Mesoamerica (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) WST 366 Latin American Liberation Theologies (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) WST 481 Topics in Women's Studies WST 495 Women's Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors. It is also required of minors who do not elect to do an independent study (499). It is offered at a different college each semester. Internships and Independent Study Courses (Must be approved in writing by the women's studies coordinator): WST 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. WST 299 Directed Study See description on page 94. WST 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. WST 499 Independent StudyIResearch See description on page 94. - Women's Studies 291 See department listings for descriptions of the following approved electives: ART 352 Women and Art ENC 236 o r 436 Women and Fiction ENC 361 Modern Fiction ENC 480 Criticism and Theory HIS 282 History of Women Since 1850 HIS 311 Topics in Women's History HPE 316 Human Sexuality POL 124 American Women and Politics POL 421 Topics in American Politics POL 459 Topics in Comparative Politics PSY 371 Psychology o f Gender SOC 231 Family Systems SOC 265 Gender, Race, and Ethnicity REL 441 Feminism and Christianity See listing under Religion. Board of Regents - 294 ELCA, Division for Education - 295 Faculty and Administration - 296 Officers - 296 Administration - 296 Faculty - 298 Faculty Emeriti - 315 Campus Maps - 318,319 Chair Jean M. Taylor '85 Secretary Tracy Lynn Elftmann '81 Vice Chair H. Theodore Grindall76 Treasurer Joan L. Volz '68 The year in parentheses after each name is the expiration date of current term. An asterisk before a name indicates the person is an Augsburg graduate. *Dan W. Anderson '65 (2009) President, Swenson Anderson Financial Group, Minneapolis, MN Rev. Craig Johnson (2005) Bishop, Minneapolis Area Synod, Minneapolis, MN *Gary E. Benson '70 (2008) Directing Pastor, Zumbro Lutheran Church, Rochester, MN *KinneyJohnson '65 (2008) Partner, Sequel Venture Partners, Boulder, Rev. Robert Berg (2005) Bishop, Northwest Synod of Wisconsin, Rice Lake, WI *Ruth E. Johnson '74 (2006) Assistant Professor of Medicine, Mayo Clinic; Mayo Breast Clinic, Rochester, MN *Jackie Cherryhomes '76 (2004) Government Relations Consultant, Cherryhomes-Tyler LLC, Minneapolis, MN Gloria C. Lewis (2005) Director, Office of Minority and Multicultural Health, Minnesota Department of Health, St. Paul, MN *Tracy Lynn Elftmann '81 (2008) President, Customized Employer Solutions, LCC, Minneapolis, MN William V Frame (2006) President, Augsburg College, Minneapolis, MN Michael 0.Freeman (2006) Attorney, Lindquist & Vennum, Minneapolis, MN *Michael R. Good '71 (2007) President and CEO Sotheby's International Realty *H. Theodore Grindal'76 (2008) Attorneypartner, Lockridge Grindal Nauen P.L.L.P., Minneapolis, MN James E. Haglund (2006) PresidentIOwner, Central Container Corporation, Brooklyn Park, MN Beverly Thompson Hatlen (2005) Founder and Board Chair, Minnesota Life College, Richfield, MN co Jennifer H. Martin (2007) Senior Vice President Corporate Administration, Thrivent Financial for Lutherans, Minneapolis, MN *Julie R. Nelson '83 (2008) Executive Director, The Dwight D. Opperman Foundation, Minneapolis, MN "Ronald G. Nelson '68 (2008) Vice President and Controller, 3M Company, St. Paul, MN *Glen E. Person '47 (2005) Retired Businessman, Eden Prairie, MN Wayne Popham (2006) Attorney, Popham Law Office, Minneapolis, MN - Board of Regents 295 Glen J. Skovholt (2006) President, Government & Community Strategies, St. Paul, MN Marshall S. Stanton (2009) Vice President and CRM Medical Director, Medtronic, Minneapolis, MN *Philip Styrlund '79 (2006) President, The Summit Group, Apple Valley, MN Emily Anne Tuttle (2009) Retired, Wayzata, MN Sandra L. Vargas (2008) County Administrator, Hennepin County, Minneapolis, MN *Joan L. Volz '68 (2006) Attorney, Welch, MN *Jean M. Taylor '85 (2006) President, Taylor Corporation, Eagan, MN *F! Dawn Taylor '78 (2008) Chief Operating Officer, Silver Glade Properties LLC, Des Moines, LA DIVISION FOR HIGHER EDUCATIONAND SCHOOLS THEEVANGELICALLUTHERAN CHURCH IN AMERICA (ELCA) Chair, Board of Directors Dr. Rod Schofield Director for Colleges and Universities Dr. Arne Selbyg Secretary, Board of Directors Rev. Linda J. Kraft Asst. Director for Colleges and Universities Vacant Executive Director Leonard G. Schulze 296 AUGSBURG COLLEGE FACULTYAND - Beginning year of service offaculty is indicated with parenthesis. Officers of the College William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of Washington. Richard S. Adamson (1989). Vice President for Finance and Administration. B.A., University of St. Thomas; Certified Public Accountant. Christopher W. Kirnball (1991). Vice President for Academic and Student Affairs and Dean of the College. Associate Professor of History. B.A., McGill University; M.A., Ph.D., University of Chicago. Susan J. Klaseus (2001). Vice President for Institutional Advancement and Community Relations. B.A., Metropolitan State University; M.P.A., John E Kennedy School of Government, Harvard University; M.A., Hamline University. Thomas E Morgan (1983). Vice President for Enrollment and Market Development. Professor of Business Administration. B.S., Juniata College; M.B.A., University of Denver; MS., University of Oregon; Ph.D., University of Minnesota. Betty A.Wade (2000). Chief Operating Officer. Director of Human Resources. B.A., M.P.A., Hamline University. Administration Leif Anderson (1996). Chief Information Officer and Director of Information Technology. B.A., University of Minnesota. Tracy Beckman (2003). Director, Government and Community Relations. B.S., Mankato State University; M.P.A., John E Kennedy School of Government, Harvard University. Trena Bolden (2002). Director, Pan-Afrikan Center. B.A., Augsburg College. Carrie Carroll (1997). Director of Admissions, Adult Programs. B.A., Hamline University. Peggy M. Cemto (1991). Director of Academic Enrichment. B.A., University of Minnesota; M.A., Hamline University. Emiliano Chagil (2000). Director, Hispanichtino Student Services. M.A., St. Paul Seminary School of Divinity - University of St. Thomas. Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College; M.A. University of Minnesota; Ph.D.; University of Washington. Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College. Barbara Edwards Farley (2000). Associate Dean for Faculty Affairs. Associate Professor of Business Administration. B.A., College of Saint Benedict, M.B.A., Ph.D., University of Minnesota. David Fenrick (2003). Program Coordinator and Faculty Liaison, Center for Global Education. B.A., Gordon College; M.A., Luther Seminary; M.Div., Wesley Seminary. Marilyn E. Florian (1980). Women's Athletic Director. Assistant Professor of Health and Physical Education. B.A., Augsburg College; M.S., St. Cloud State University. - Augsburg College Administration 297 Ann L. Garvey (1998). Associate Dean for Student Affairs. B.A., College of St. Catherine; M.A., Loyola University; J.D., University of Minnesota. Orval J. Gingerich (2001). Associate Dean for International Programs. B.A., University of Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia. Paul H. Grauer (1979). Men's Athletic Director. Instructor of Health and Physical Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D., L.P., University of Minnesota. Herald A. Johnson (1968). Assistant Vice President for Enrollment and Market Development. B.A., Augsburg College. Daniel F. Jorgensen (2000). Director, Public Relations. Instructor, part-time, English. B.A., M.S., South Dakota State University. Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of Southern California. Benjamin G. Kent (1996). Director, Academic Advising. B.A., University of WisconsinMadison; M.S., University of Oregon. Ann M. Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens Point; M.S., Ohio University. John I! Knight, Sr. (1999). Director, Development. B.A., Bethel College; M.P.A., The George Washington University. Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A., St. Pius X Seminary; M.A., Mt. St. Mary Seminary. Ann Lutterman-Aguilar (1993). Co-site director, Mexico, Center for Global Education. B.A., Earlham College; M.Div., Yale University. Janeen McAllister (2001). Program Director, International Travel Seminars, Center for Global Education. B.A., Macalester College, M.A., University of Minnesota. Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. Regina McGoff (1992). Associate Director, Center for Global Education. B.S., University of Minnesota; M.B.A., University of St. Thomas. Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A., University of Minnesota. Julie A. Olson (1991). Director, Enrollment Center. B.A., Augsburg College. Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of Minnesota; M.S., Mankato State University. Cindy G. Peterson (1981). Director, American Indian Student Services. B.A., University of Minnesota. Patrice Salrneri (2002). Director, StepUP Program. John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English. B.S., St. John's University; M.A., University of New Orleans; Ph.D., University of Texas. Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas. 298 Augsburg College Faculty Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A., University of California at Davis; M.A., Columbia University. Amy L. Sutton (2002). Director, AlumniRarent Relations. B.S., M.S., South Dakota State University. Jeffrey S. Swenson (1989). Controller, Administrative Accounting. B.A., Augsburg College. Paul L. Temo (1990). Director, Financial Aid. B.A., Augsburg College. Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University. Richard J. Thoni (1972). Assistant to the President. Director, Rochester Program. B.A., St. Olaf College; Ph.D., University of Minnesota. Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The American University. David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College; M.Div., Luther Seminary. Faculty A Phillip C. Adamo (2001). Assistant Professor of History. B.A., SUNY-Albany; M.A. and Ph.D., Ohio State University Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., Yale University. Sandra J. Agustin (1997). Instructor, part-time, Theatre Arts. B.S., University of Wisconsin-Madison. Beth J. Alexander (2000). Assistant Professor of Physician Assistant Studies. B.S. and D.Pharm., University of Minnesota. Phillip A. Alioto (2004). Instructor, part-time, Business Administration. B.S., Marquette University; M.B.A., Northland University; Ph.D., California Coast University Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball Coach. B.A., Augsburg College; M.S., North Dakota State University. Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestern Seminary. Stuart M. Anderson (1989). Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Trudi J. Anderson (1990). Studio ArtistRlute, part-time, Music. B.M., Augsburg College; M.M., Northwestern University. Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of Oregon; M.A., Ph.D., University of Wisconsin-Madison. David B. Apolloni (1989). Associate Professor of Philosophy. B.A., University of Minnesota; M.Div., Luther-Northwestern Seminar; Ph.D., University of Minnesota. Nancy M. Atwater (2004). Instructor, part-time, Business Administration. B.S., Iowa State University: M.A.M., College of St. Scholastica. Antonio Ortega Ayala (2003). Program Coordinator and Instructor, Center for Global Education. M.A., LaSalle University, Mexico City. C.P.A. Teaching Certificate degree, Colegio Angloamericano. - Augsburg College Faculty 299 Xenia Barahona (2002). Program Coordinator and Instructor, Center for Global Education. B.A., Universidad Centroamericana; M.A., Tufts University Matthew C. Barber (1992). Studio ArtistPercussion, part-time, Music. B.M., University of Michigan. R. Samuel Barber (2002). Instructor of Health and Physical Education. B.S., Upper Iowa University; M.S., Minnesota State University, Mankato. Carol E. Barnett (2000). Studio ArtistfComposition, part-time, Music. B.A., M.A., University of Minnesota. Joy E. Bartlett (2000). Assistant Professor of Education. B.A., West Virginia State College; M.A., University of Minnesota. Aroti G . Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota; M.A., University of Edinburgh. Tracy A. Bibelnieks (2002). Assistant Professor of Mathematics. B.A., St. Olaf College; M.S., Ph.D., Clemson University. Anthony A. Bibus, 111 (1992). Associate Professor of Social Work. B.A., University of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. Heather K. T. Bidinger (2003). Clinical Coordinator, Assistant Professor of Physician Assistant Studies. B.A., University of St. Thomas; M.Med.S., St. Louis University. William F! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State University. Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Laura S. Boisen (1996). Associate Professor of Social Work. B.A., Wartburg College; M.S., University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University of Minnesota. Lynn Allen Bollman (1983). Instructor, part-time, Art. B.A., Augsburg College; M.A., University of Northern Colorado; MIA., University of Minnesota. Julie H. Bolton (1976). Professor of Theatre Arts. B.S., M.EA., University of Minnesota. Lois A. Bosch (1997). Associate Professor of Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign. Christine A. Bosquez-Herman (1999). Assistant Professor of Physician Assistant Studies. A.N., College of St. Catherine; B.H.S., Wichita State University; M.P.A.S., University of Nebraska. Michele R. Braley (2002). Instructor, part-time, Social Work. B.A., Oberlin College; M.S.W., Augsburg College. Nora M. Braun (1997). Associate Professor of Business Administration. B.S.B.A., University of Missouri-Columbia; M.B.A., A.B.D., University of Minnesota. Jacquylynn Brickman (2003). Instructor, part-time, Education. B.A., Augsburg College; M.Ed., St. Mary's University. Lisa A. Broek (1993). Instructor, part-time, Health and Physical Education. B.A., Central College; M.A., University of Iowa. 300 Augsburg College Faculty Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison, Instructor of Education. B.S., Bemidji State University; M.Ed., University of Sydney, Australia. Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed., Boston College. Eileen M. Bruns (2000). Instructor, part-time, Modem Languages. B.S., MS., Florida State University. Eric L. Buffalohead (1997). Assistant Professor of Sociology, Director of American Indian Studies. B.A., M.A., A.B.D., University of Minnesota. Michael R. Burden (1990). Associate Professor of Theatre Arts (Designer and Technical Director). B.A., Augsburg College; M.EA., University of Minnesota. Janelle M. Bussert (1994). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale University. Ralph J. Butkowski (2001). Assistant Professor of Biology. B.S., St. Cloud State University; M.S., Ph.D., University of Minnesota. C William C. Capman (1994). Associate Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign. Tami M. Carpenter (2001). Instructor, part-time, Mathematics. Two B.S. degrees, University of Minnesota. Maria S. Ceplecha (2003). Instructor, part-time, Modem Languages. B.A., University of Dallas; M.A., New York University Graduate School in Spain. John C. Cemto (1983). Assistant Professor of Business Administration. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Peggy M. Cemto (1991). Instructor, part-time, Business Administration. Director of Academic Enrichment. B.A., University of Minnesota; M.A., Hamline University. Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College; M.S.W , University of Minnesota. Nina N. Chenault (2000). Instructor, part-time, Health and Physical Education. B.A., University of Minnesota. Lars D. Christiansen (2001). Assistant Professor of Sociology. B.A., Clark University; M.S., Ph.D., Florida State University. Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of Wisconsin-Stout; M.EA., Minneapolis College of Art and Design. Anthony J. Clapp (2001). Instructor, part-time, Physician Assistant Studies. A.A., Golden Valley Lutheran College; B.A., Texas Lutheran College; M.A., Southwest Texas State University; Ph.D., University of Alabama. C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas. Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College. M.A., Ph.D., University of Minnesota. Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University; M.S.W., University of Minnesota. - Augsburg College Faculty 301 Thomas S. Conroy (2002). Instructor, part-time, Psychology. A.A., Minneapolis Community College; B.A., Northeastern Illinois University; M.Ed., University of Minnesota. Teresa A. Cook (2000). Instructor, part-time, General Studies. B.A., University of Minnesota; M.A.L., Augsburg College. Nicholas A. Coult (2000). Associate Professor of Mathematics. B.A., Carleton College; M.S., Ph.D., University of Colorado. Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of Minnesota. Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota. D David S. Dahl (2000). Instructor, part-time, Economics. B.A., Augustana College; M.A., University of Wisconsin-Madison. Liv Dahl (2003). Instructor, part-time, Modem Languages. B.A., M.A., University of Minnesota. Marvin D. Dahlgren (2002). Studio Atist/Percussion, part-time, Music. B.A., MacPhail School of Music. Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine; M.EA., Vermont College; Ph.D., The Union Institute. Kim Davidson (2003). Program Coordinator, Instructor, Center for Global Education. B.EA., Washington University; M.A., School for International Training. Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of Newfoundland; M.M., D.M.A., Eastrnan School of Music. Urbanus B. Dax (2002). Program Coordinator, Instructor, Center for Global Education. B.A., University of the North, South Africa; M.S., Mankato State University. Donna R. DeGracia (1998). Instructor of Physician Assistant Studies. B.A., Ohio State University; PA., Bowman Gray School of Medicine. Jacqueline R. devries (1994). Associate Professor of History. Director of A.C.T.C. Women's Studies. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana. R. David Dexter (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology. B.S., M.D., University of Minnesota. Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A., Saint Mary's University. Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College; M.A. coursework completed, University of Minnesota. Suzanne I. Doree (1989). Associate Professor of Mathematics. B.A., University of Delaware; M.A., Ph.D., University of Wisconsin-Madison. Linda A. Dorschner (2000). Instructor, part-time, Health and Physical Education. B.S., Mankato State College; M.A., Mankato State University. Michael L. Douglas (2003). Medical Director, Assistant Professor, part-time, Physician Assistant Studies. B.S., Vanderbilt University; M.D., Quillen College of Medicine of East Tennessee State University. -Augsburg College Faculty 302 Susan Sacquitne Druck (1993). Studio ArtistNoice, part-time, Music. B.A., Iowa State University; M.A., University of Iowa. Rebekah N. Dupont (1995). Associate Professor of Mathematics. B.A., University of Wisconsin; M.S., Ph.D., Washington State University. Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. E Catherine A. Egenberger (2000). Instructor, part-time, Art. B.S., St. Cloud State University; M.A., University of Massachusetts-Amherst. Elizabeth B. Eicher (2003). Instructor, part-time, Education. B.S., M.Ed., University of Minnesota. Wesley B. Ellenwood (2002). Instructor, part-time, Theatre Arts. B.A., University of Minnesota; M.EA., Syracuse University. Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A., Ph.D., University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Darcey K. Engen (1997). Assistant Professor of Theatre Arts. B.A., Augsburg College; M.EA., University of Wisconsin-Madison. Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University of Minnesota. Joseph A. Erickson (1990). Professor of Education. B.A., M.A., College of St. Thomas; M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota. Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Lynn M. Erickson (1991). Studio Artist~Trumpet,part-time, Music. B.A., Bethel College; M.EA., D .M.A., University of Minnesota. Marilyn L. Erickson (1999). Instructor, part-time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University. Mindy S. Eschedor (1999). Studio ArtistIPiano, part-time, Music. B.EA., B.A., Central Michigan University; M.M., University of Minnesota. Kevin G. Ewert (2002). Assistant Professor of Computer ScienceMIS. B.S., North Dakota State University; M.A., M.S., Saint Mary's University-Rochester; A.B.D., Nova Southeastern University. F Barbara Edwards Farley (2000). Associate Dean for Faculty Affairs. Associate Professor of Business Administration. B.A., College of St. Benedict; M.B.A., Ph.D., University of Minnesota. Ronald L. Fedie (1996). Associate Professor of Chemistry. B.A., University of St. Thomas; Ph.D., University of Minnesota. Edith E. Ferber (2003). Instructor, part-time, Education. B.A., M.A.T., Indiana University. Anita L. Fisher (1991). Instructor of Modem Languages. B.A., M.A., University of Montana. - Augsburg College Faculty 303 Gordon R. Flanders (2003). Instructor, part-time, Business Administration. B.A., Augsburg College; M.B.A., University of Minnesota. Richard M. Flint (1999). Instructor, part-time, Mathematics. B.A., St. Olaf College; M.S., Iowa State University. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University. Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Morningside College; M.Th., Perkins School of Theology; Ph.D., Princeton Theological Seminary. Michael 0.Freeman (2002). Instructor, part-time, Political Science. B.A., Rutgers College; J.D., University of Minnesota. Janet Gottschall Fried (1998). Studio ArtistNoice, part-time, Music. B.M., Aquinas College. Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. Bennet B. Fuller (2004). Instructor, part-time, Center for Global Education. B.A., Southeastern Massachusetts University; Ph.D., Boston University. C Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D., University of Minnesota. Ann L. Gamey (1998). Associate Dean for Student Affairs. Instructor, part-time, Business Administration. B.A., College of St. Catherine; M.A., Loyola University; J.D., University of Minnesota. Merry Beth Gay (1998). Assistant Professor of Nursing. A.L.A., Bethel College; A.N., Anoka Rarnsey Community College; B.S., Metropolitan State University; M.S., University of Colorado. Annette M. Gerten (1997). Instructor of Social Work. B.A., College of St. Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota. Jennifer L. Gerth (1994). Studio ArtistIClarinet, part-time, Music. B.A., St. Olaf College; M.M., Northwestern University. Keith E Gilsdorf (2001). Assistant Professor of Economics. B.S., Moorhead State University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln. Nancy Schmidt Going (2001). Assistant Professor of Religion. B.A., Valparaiso University; M.A., Covenant Seminary. Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Douglas E. Green (1988). Professor of English. B.A., Amherst College; M.A., Ph.D., Brown University. William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Bradley L. Greenwald (1998). Studio ArtistNoice, part-time, Music. Music studies at The University of Minnesota. John C. Gregg (2001). Assistant Professor of History. B.A., Stanford University; M.A., Ph.D., University of Iowa. - 304 Augsburg College Faculty Jeanine A. Gregoire (1996). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Education and Modem Languages. B.S., M.Ed., University of Minnesota. Joan L. G r i f f i (1986). Professor of English. A.B., Washington University; M.A., Ph.D., Harvard University Lyle M. Griner (1996). Instructor, part-time, Religion. B.A., University of Northem Iowa; M.A., Luther Seminary. Robert C. Groven (1997). Associate Professor of Communication Studies. B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota. Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; M.EA., University of Minnesota. Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. H Susan M. Hageness (2002). Adjunct Instructor of Nursing. B.S., St. Olaf College; M.A., Saint Mary's University. Matthew J. Haines (2001). Assistant Professor of Mathematics. B.A., St. John's University; M.S., Ph.D., Lehigh University. Lori Brandt Hale (1998). Assistant Professor of Religion. B.A., University of Iowa; M.A., University of Chicago; Ph.D., University of Virginia. Curtis W. Hammond (2003). Instructor, part-time, Health and Physical Education. B.S., M.S., University of Oklahoma. Alyssa N. Hanson (2003). Instructor, part-time, Mathematics. B.A., Augsburg College. Daniel S. Hanson (1988). Assistant Professor of Communication Studies. B.A., Augsburg College; M.A., University of Minnesota. John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh; Ph.D., University of Toledo. Tabitha K. Hanson (2003). Instructor, part-time, Nursing. B.A., Concordia College, Moorhead; M.P.H., M.S., University of Minnesota. John U. Harkness (2001). Instructor of English. B.A., University of Minnesota; Ph.D., Harvard University. Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University. Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota. Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University; D.M.A., Manhattan School of Music. Robert S. Herforth (1967). Professor of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. - Augsburg college Faculty 305 Gany W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Stella K Hofrenning (2000). Assistant Professor of Economics. B.S., University of Maryland; Ph.D., University of Illinois. Bradley I! Holt (1978). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University. Linda M. Holt (2000). Instructor, part-time, Nursing. B.S.N., University of Minnesota; M.N., University of Washington-Seattle. James M. Honsvall (1997). Instructor, part-time, Business Administration. B.S., Bemidji State University; M.B.T., University of Minnesota. Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M., Indiana University. Mary A. Hunt (2000). Studio Artisfliano Accompaniment, part-time, Music. B.A., Fort Wright College of the Holy Names; M.M., Boston University; D.M.A., University of Wisconsin-Madison. Lisa L. Hyland (2003). Instructor, part-time, Education. B.S., M.S., University of Wisconsin-River Falls. I Colin C. Irvine (2003). Assistant Professor of English. B.A., Carroll College; M.A., University of Notre Dame; Ph.D., Marquette University. Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa; M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota. Mark D. Isaacson (1998). Assistant Professor of Business Administration. B.A., St. Olaf College; MS., Rensselaer Polytechnic Institute. Chad A. Israelson (2002). Instructor, part-time, History. B.A., University of Wisconsin, Lacrosse; M.A., University of Nebraska. Elena Izaksonas (1996). Instructor, part-time, Social Work. B.A., M.S.M!, University of Michigan. I Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A., Ph.D., University of Southern California. James A. Jacobson (2002). Studio Artist/Cello, part-time, Music. B.M., New England Conservatory of Music; M.M., University of Minnesota. Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North Dakota; M.A., Ed.D., Hamline University. Ronald L. Jacobson (2002). Instructor, part-time, Business Administration. B.S., North Dakota State University; M.S., Virginia Polytechnic Institute and State University; M.S., Iowa State University; Ph.D., University of Minnesota. Sophia J. Jacobson (1999). Instructor, part-time, Sociology (American Indian Studies). B.A., Metropolitan State University; M.A., University of St. Thomas. Kia M.G. James (2003). Instructor, part-time, Nursing. B.A., B.S.N., St. Olaf College; M.PH., Ed.D., University of Minnesota. 306 Augsburg College Faculty William H. Jasperson (1990). Atmospheric Science. Assistant Professor of Physics. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin. Eric R. Johnson (2003). Instructor, part-time, Computer Science. B.A., Amherst College; M.S., Ph.D., University of Minnesota. Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of Minnesota. Martha B. Johnson (1988). Professor of Theatre Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison. Daniel E Jorgensen (2002). Director, Public Relations. Instructor, part-time, English. B.A., M.S., South Dakota State University K Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan. Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers University. Jane A. Kammerman (1986). Instructor, part-time, Business Administration. B.A., University of California; J.D., University of Minnesota. Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota. Ashok K. Kapoor (1998). Associate Professor of Business Administration. B.A., M.A., University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple University W. James Kattke (1999). Assistant Professor of Business Administration. B.A., Augustana College; M.B.A., University of South Dakota; M.S., Rensselaer Polytechnic Institute. Deborah D. Katz (2001). Instructor, part-time, Education. A.B., Stanford University; Ed.M., Harvard Graduate School of Education; Ed.D., National-Louis University. Anne M. Kaulinan (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Mary Beth Kelley (2004). Instructor, part-time, Education. B.S., University of Wisconsin, Eau Claire; M.Ed., Bethel College. Hazel K. (Kathy) Kienzle (1999). Studio ArtistHarp, part-time, Music. B.M., The Juilliard School; M.M., University of Arizona. Christopher W. Kimball (1991). Vice President for Academic and Student Affairs and Dean of the College. Associate Professor of History B.A., McGill University; M.A., Ph.D., University of Chicago. Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College; M.A., Middlebury College. Russell C. Kleckley (2002). Associate Professor of Religion. B.A., Newbeny College; M.Div., Lutheran Theological Southern Seminary; D.Th., University of Munich. Merilee I. Klemp (1980). Associate Professor of Music. B.A., Augsburg College; M.A., University of Minnesota; Ph.D., Eastman School of Music. - Augsburg college Faculty 307 Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Carol M. Knicker (2002). Assistant Professor of Education. B.S., Southwest State University; M.S., Mankato State University; Ed.D., University of St. Thomas. Margaret A. Knutson (2003). Instructor, part-time, Education. B.A., Augsburg College; M.A., Hamline University. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Richard J. Kramer (2003). Instructor, part-time, Religion. B.A., Concordia College, Moorhead; M.Div., Luther Seminary. Heidi M. Kreutzer (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College; M.A., Middlebury College; J.D., University of Minnesota. Gregory l? Krueger (2000). Instructor, part-time, Education. B.A., Southwest Minnesota State University; M.A., Hamline University. Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. L Steven J. LaFave (1991). Professor of Business Administration. B.A. Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. David V. Lapakko (1986). Associate Professor of Communication Studies. B.A., Macalester College; M.A., Ph.D., University of Minnesota. VelrnaJ. Lashbrook (2000). Instructor, part-time, Master of Arts in Leadership and Nursing. B.S., Iowa State University; M.S., Illinois State University; Ed.D., West Virginia University. Edward Bok Lee (2002). Instructor, part-time, Communication Studies. B.A., University of Minnesota; M.EA., Brown University. Barbara A. Lehmann (2001). Assistant Professor of Social Work. B.A., Knox College; M.S.W., Tulane University; Ph.D., Case Western Reserve University. Caroline M. Lemen (1991). Studio ArtistlFrench Horn, part-time, Music. B.A., Potsdam College of Arts and Science, SUNY; M.M., Northwestern University. Cheryl J. Leuning (1996). Professor of Nursing. B.A., Augustana College; M.S., University of Minnesota; Ph.D., University of Utah. Karoline M. Lewis (2003). Instructor, part-time, Religion. B.A., Northwestern University; M.Div., Luther Seminary; A.B.D., Emory University. Teny L. Lewis (1995). Clinical Coordinator, Assistant Professor of Physician Assistant Studies. B.A.S., Siena Heights College; M.P.A.S., University of Nebraska. Dallas H. Liddle (1999). Assistant Professor of English. B.A., Grinnell College; Ph.D., University of Iowa. Lynn E. Lindow (1985). Assistant Professor of Education. B.S., Mankato State University; M.S., North Dakota State University; Ph.D., University of Minnesota. Rosemary J. L h k (1986). Professor of Social Work. B.A., University of Southampton; C.Q.S.W., London University; Ph.D., University of Minnesota. Sarah F! Lockwood (2002). Studio ArtistPiano Accompaniment, part-time, Music. B.M., DePauw University; M.M., University of Minnesota. 308 Augsburg College Faculty Lori L. Lohrnan (1990). Associate Professor of Business Administration. B.A., M.B.A., Ph.D., University of Minnesota. J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., Claremont Graduate School. Michael S. Lotti (2003). Instructor, part-time, Business Administration/Philosophy B.A., Augsburg College; M.Phil., Ph.D., University of Swansea, Wales. Mary E. Lowe (2003). Assistant Professor of Religion. B.A., Pacific Lutheran University; M.Div, Luther Northwestern Theological Seminary; Ph.D., Graduate Theological Union. Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A., University of Colorado, Denver; M.S., PA. Certification, University of Colorado Health Science Center; Ph.D., Capella University. Steven P. Lund (1982). Studio Artist~Trombone,part-time, Music. B.S., University of Minnesota. Ann L. Lutteman-Aguilar (1993). Interim Academic Director, Instructor, Center for Global Education. B.A., Earlham College; M.Div., Yale University. M Paula S. Martin (2000). Instructor, part-time, Education. B.S., University of Maine; M.Ed., Framingham State College. M. Elise Marubbio (2003). Assistant Professor of English (American Indian Studies). B.EA., Cleveland Institute of Art; M.A., Ph.D., University of Arizona. David C. Matz (2001). Assistant Professor of Psychology. B.A., Bemidji State University; M.S., North Dakota State University; Ph.D., Texas A & M University. Craig D. Maus (2002). Instructor, part-time, Business Administration. A.A., North Hennepin Community College; B.S., Mankato State University; M.B.A., University of St. Thomas. Ioanna Mavrea (2003). Assistant Professor of Mathematics. B.A., Glassboro State College; MS., Ph.D., University of Connecticut. Paul K. McAlister (2001). Instructor, part-time, Philosophy B.A., Minnesota Bible College; M.Div., Lincoln Christian Seminary; Ph.D., Bethel Theological Seminary. Kathleen A. McBride (1994). Regional Co-Director, Instructor, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. John C. McCaffrey (2000). Assistant Professor of Art. B.EA., University of WisconsinMadison; MIA., University of Miami-Coral Gables. Carol T. McCoy (2003). Adjunct Faculty Clinical Laboratory Science Program, Biology. B.S., M.S., Ph.D., University of Oklahoma. Michael J. McIlhon (2000). Instructor, part-time, Economics. B.B.A., M.A., University of Iowa. Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University; A.M.L.S., University of Michigan; M.A., Michigan State University Kirsten A. S. Mebust (2004). Instructor, part-time, Religion. B.S., University of Minnesota; M.Div., Luther Seminary. Jane C. Melton (1999). Instructor, part-time, Modem Languages. B.A., Lindenwood College; M.A., Tulane University. - Augsburg College Faculty 309 Laurie H. Merz (2001). Studio ArtistBassoon, part-time, Music. B.M., Eastman School of Music; M.M., University of Minnesota. Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of Tunis; M.A., Ph.D., University of Minnesota. Diane M. Mikkelson (1997). Instructor, part-time, Modem Languages. B.A., California State University; M.A., Califomia State University-Northridge. Karen Coe Miller (1998). Instructor, part-time, Theatre Arts. B.A., Macalester College. Kinney G. Misterek (1989). Instructor, part-time, Business Administration. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota. John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee. Cassandra M. Moe (2002). Instructor, part-time, Biology. B.S., University of Minnesota; Ph.D., University of Maryland. James B. Moen (1998). Assistant Professor of Computer Science. B.S., Ph.D., University of Minnesota. Patsy H. Mogush (2003). Instructor, part-time, Education. B.A., B.S., University of Minnesota; M.A., University of St. Thomas; Ph.D., University of Minnesota. John W. Molloy (2003). Assistant Professor of Business Administration. B.B.A., M.S., University of Wisconsin, Madison. Sheila M. Moriarty (2002). Instructor, part-time, Social Work. B.S., University of Minnesota; M.S.W., Augsburg College. N Susan K. Nash (1998). Associate Professor of Nursing. B.S.N., M.S.N., Ed.D., University of Minnesota. Paulus Nanghambe Ndamanomhata (2002). Instructor, Center for Global Education. B.A. degrees, Ogongo Agricultural College and United Lutheran Theological Seminary; M.A., Trinity Lutheran Seminary; Ph.D., Natal University. Norma C. Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. 0 Celeste M. O'Brien (1975). Studio ArtistRiano, part-time, Music. B.A., Hamline University. Susan E. O'Connor (1994). Associate Professor of Education. B.S., University of Minnesota; M.S., Ph.D., Syracuse University Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of Missouri; M.A., Ph.D., University of Minnesota. Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S., University of Wisconsin; Ph.D., University of Minnesota. Michael G . Olson (2001). Instructor, part-time, Business Administration. B.S., University of Minnesota; M.B.A., Minnesota State University. Vicki L. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A., Augsburg College. 310 Augsburg College Faculty Shawn A. Osell (2002). Instructor, part-time, Economics. B.A., University of MinnesotaDuluth; M.A., Mankato State University Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of Wisconsin - Eau Claire; M.M., Eastrnan School of Music. P Stephen A. Pacholl (2001). Instructor, part-time, Business Administration. B.A., M.Ed., University of Minnesota. Sally Bruyneel Padgett (2003). Instructor, part-time, Religion. A.A., San Jacinto College; B.A., University of California, Riverside; M.A., Azusa Pacific University; Ph.D., University of Durham, England. Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A., M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow. Ronald G . Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., M.A., Ph.D., University of Minnesota. Michael F. Pattison (2003). Instructor, part-time, Social Work. B.A., M.S.W., University of Minnesota. Curtis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St. Thomas. Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Meredith A. Pederson (2003). Instructor, part-time, Education. B.A., St. Olaf College; M.A., St. Mary's University Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M., University of Cincinnati. Cvetanka T. Perovic (2003). Instructor, part-time, Modem Languages. B.A., University Ciril and Metodi; M.A., University of Minnesota. Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A., United Theological Seminary. Pary Pezechkian-Weinberg (1994). Associate Professor of Modem Languages. B.A., National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A. Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University; M.S.W., Barry University. Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale University. Timothy D. Pippert (1999). Assistant Professor of Sociology. B.A., M.A., Ph.D., University of Nebraska-Lincoln. - Augsburg College Faculty 311 Q Philip A. Quanbeck I1 (1987). Associate Professor of Religion. B.A., St. Olaf College; M.Div., Ph.D., Luther Theological Seminary. R Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. Christopher Karstens Randall (2004). Instructor, part-time, Psychology (Capella University). A.B., Wabash College; M.S., Ph.D., University of Kentucky Karl P.Raschke (1999). Instructor, part-time, Art. B.A., M.EA., University of Minnesota. 0. Nicholas Raths (1988). Studio ArtistIGuitar, part-time, Music. B.M., M.M., D.M.A., University of Minnesota. Deborah L. Redmond (1981). Assistant Professor of Communication Studies. B.A., M.A., University of Minnesota. Bruce R. Reichenbach (1968). Professor of Philosophy B.A., Wheaton College; M.A., Ph.D., Northwestern University Kathy J. Reinhardt (1997). Instructor of Modem Languages. M.A., Middlebury College. Frances M. Reisner (1999). Instructor, part-time, Mathematics. B.S., University of Wisconsin-Lacrosse; M.S., Winona State University. Karen J. Robards (2002). Assistant Professor of Social Work. B.A., Beloit College; M.S.W., Ph.D., Washington University. M. Bridget Robinson-Riegler (1994). Associate Professor of Psychology. B.S., Indiana University; M.S., Ph.D., Purdue University. Nancy A. Rodenborg (2000). Assistant Professor of Social Work. B.S., Indiana University; M.S.W., University of Minnesota; Ph.D., Arizona State University Glenda Dewbeny Rooney (1992). Professor of Social Work. B.S., University of North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota. James M. Russell (2003). Instructor, part-time, Political Science. B.A., M.A., Drake University. Barry D. Rutman (2000). Instructor, part-time, Business Administration. M.A., Montclair State University. s Cynthia D. Sautter (2002). Instructor, part-time, Religion. B.A., Gustavus Adolphus College; M.Div., United Theological Seminary; Ph.D., The Graduate Theological Union. Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English. B.S., St. John's University; M.A., University of New Orleans; Ph.D., The University of Texas. Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington. Sandra Nei Schulte (1987). Designer-in-Residence and Instructor, part-time, Theatre Arts. B.A., M.A., M I A , University of Minnesota. 31 2 Augsburg College Faculty David G . Schwain (1995). Assistant Professor of Business Administration. B.B.A., University of Cincinnati; M.B.A., Harvard University. Kathryn A. Schwalbe (1991). Associate Professor of Business Administration. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of Minnesota. Came B. Senske (2000). Instructor, part-time, Education. B.A., Concordia College, Moorhead; M.Ed., University of Minnesota. Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas. N. Kay Shager (2000). Instructor, part-time, Education and Mathematics. B.A., Gustavus Adolphus College; M.S., University of Wisconsin-River Falls. Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's College; Ph.D., University of Minnesota. Charles M. Sheaffer (1995). Associate Professor of Computer Science. B.A., Metropolitan State University; M.S., Ph.D., University of Minnesota. Judith E. Shevelev (1991). Program Coordinator, Instructor, Center for Global Education. B.A., University of California, Davis; M.A., Columbia University. John S. Shockley (2002). Visiting Professor, part-time, Political Science. B.A., University of Texas; M.A., Ph.D., University of Wisconsin. Trygve R. Skaar (2000). Studio Artist/, part-time, Music. Katharine E. Skibbe (2001). Instructor, part-time, Education. B.A., Augsburg College; M.A., Saint Mary's College. Sheilah I! Smith (1999). Instructor, part-time, Education. B.S., M.Ed., Wayne State University. Alyssa E. Snyder (2003). Instructor, part-time, Education. B.A., Augsburg College; M.A., University of St. Thomas. Lisa K. Sperling (2003). Instructor, part-time, Education. B.S., University of Minnesota; M.A., Mankato State University. Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College; M.S.W., University of Minnesota. Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A., Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of Minnesota. John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of Minnesota. Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. John I! Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A., University of Illinois. Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University of Minnesota. Linda Lee Stevens (1999). Assistant Professor of Education. B.A., University of Northern Colorado; M.S., Mankato State University - Augsburg College Faculty 313 Stuart M. Stoller (1986). Professor of Business Administration. B.S., M.S., Long Island University. Theresa A. Stoller (2003). Instructor, part-time, Business Administration. B.A., Augsburg College. Beverly J. Stratton (1986). Professor of Religion. B.A., M.A., Boston University; M.A., D.Th., Luther Seminary. Michelle J. Strauch (2000). Instructor, part-time, Health and Physical Education. B.S., North Dakota State University; M.S., University of Wisconsin-Lacrosse. Mark S. Strefeler (2003). Associate Professor of Biology. B.S., Pennsylvania State University; MS., North Carolina State University; Ph.D., Cornell University. Karen T. Sutherland (1999). Associate Professor of Computer Science. A.B., Augustana College; two M.S. degrees; Ph.D., University of Minnesota. Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Maryann Syers-McNairy (1998). Assistant Professor of Social Work. B.A., Arizona State University; M.S.W., Ph.D., University of Minnesota. T Brenda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies. B.S., University of Minnesota; PA. Certificate, Augsburg College; M.P.A.S., University of Nebraska Medical Center. Michael D. Thompson (2002). Instructor, part-time, Psychology. B.A., University of Minnesota; M.S.W., Fordham University; Ph.D., Pacific University. Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota; M.M., The Juilliard School. Andrew P. Tix (2001). Assistant Professor of Psychology. B.S., University of Wisconsin, Madison; Ph.D., University of Minnesota. Robert K. Tom (2002). Assistant Professor, part-time, Art. B.EA., University of Hawaii; M.EA., Temple University. Beth M. Torstenson (2003). Instructor, part-time, Education. B.A., Augsburg College; M.A., University of Minnesota. Diane Townsend-Anderson (2003). Instructor, part-time, Business Administration. B.A., University of Minnesota; J.D., Hamline University. Phala Tracy (2003). Studio ArtistIHarp, part-time, Music. B.M., Oberlin Conservatory of Music; MIA., California Institute of the Arts. Daniel 0.Trainer, IV (1999). Instructor, part-time, Modem Languages. B.A., Rochester Institute of Technology; M.A., Gallaudet University. Mark D. Tranvik (1995). Lilly Program Director. Associate Professor of Religion. B.A., Luther College; M.Div., Yale University; Th.D., Luther Seminary. Cynthia K. Troy (1990). Instructor, part-time, Psychology. B.A., University of California, Santa Cruz; Ph.D., University of Minnesota. Sean D. Truman (2002). Assistant Professor of Psychology. B.A., Reed College; M.A., Ph.D., University of Connecticut. Fidel Xinico Tum (1993). Program Coordinator, Instructor, Center for Global Education. B.A., Francisco Marroquin University; M.Div., St. Paul Seminary. 314 Augsburg College Faculty - U-v Joseph Underhill-Cady (1998). Associate Professor of Political Science. B.A., University of California-Berkeley; M.A., San Francisco State University; Ph.D., University of Michigan. Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A., Gustavus Adolphus College; M.S., Mankato State University. John W. Van Cleve (1996). Instructor, part-time, Modem Languages. B.A., Carleton College; M.A., Ph.D., University of Wisconsin. James A. Vela-McConnell (1997). Associate Professor of Sociology. B.A., Loyola University; Ph.D., Boston College. David E. Venne (1992). Atmospheric Science. Assistant Professor of Physics. B.S., University of Minnesota; Ph.D., Iowa State University. Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of California-Irvine;M.A., Ph.D., University of Minnesota. W Andrew Ward (2001). Instructor, part-time, Business Administration/Philosophy B.A., Luther College; M.A., Ph.D., University of Kansas. Martha A. (Cary) Waterrnan (1991). Instructor, part-time, English. B.A., University of Denver; B.S., M.A., Minnesota State University-Mankato. Luann Watson (2003). Instructor, part-time, Nursing. A.A., Normandale Community College; B.S., M.A.L., Augsburg College. David R. Weiss (2002). B.A., Wartburg College; M.A., Wartburg Theological Seminary; M.A., University of Notre Dame. Pamela J. Weiss (1983). Associate Professor of Nursing. B.S.N., University of Nebraska; M.P.H., Ph.D., University of Minnesota. Patricia E Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel Hill. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement Licensing. B.S., St. Cloud State University; MS., Syracuse University. . Thomas R. Westbrook (2002). Instructor, part-time, Art. B.A., M.Arch., University of Minnesota. Dale A. Weston (2001). Instructor, part-time, Sociology, American Indian Studies. B.A., Hamline University. Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of Minnesota. Susan L. Williams (2002). Instructor, part-time, English. B.A., M.A., A.B.D., University of Minnesota. J. Ambrose Wolf (1999). Associate Professor of Physics. B.S., M.S., University of Muenster; Ph.D., University of Cologne and KFA-Julich, Germany. Timothy D. Wrenn (2002). Instructor, part-time, Computer Science. B.S., South Dakota State University; M.S., Mankato State University. - Faculty Emeriti 315 Angela J. Wyatt (1981). Studio ArtistlSaxophone and Clarinet, part-time, Music. B.A., St. Olaf College; M.M., Northwestern University. Robert D. Wykstra (1989). Instructor, part-time, Business Administration. B.A., Calvin ~ o l i e ~M.B.A., e; Western ~ i c h i ~ University. an X-Y-z John W. Yaeger (2001). Instructor, part-time, Social Work. B.A., University of Wisconsin; M.S.W., Loyola University. Steven M. Zitnick (2000). Instructor, part-time, Business Administration. B.A., Shimer College; M.S., University of Utah. Ruth L. Aaskov. Professor Emerita of Modem Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Earl R. Alton. Professor Emeritus of ChemistryDean Emeritus. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A., Northwestern University Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A., Northwestern University. Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota. Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological Seminary; L.L.D., Concordia College, Moorhead. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts. B.S., M.A., Ph.D., University of Minnesota. John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Vern M. Bloom. Professor Emeritus of Social Work. B.A., M.S.W., University of Minnesota. Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe College. Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. 316 Faculty Emeriti Beverly C . Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University Norman B. Ferguson. Professor Emeritus of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of Minnesota. J e n y Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Satya P. Gupta. Professor Emeritus of Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., M.S., Polytechnic Institute of Brooklyn; Ph.D., New York University. Katherine Hennig. Artist-in-Residence Emerita of Music. M.A., University of Minnesota. Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. Norman D. Holen. Professor Emeritus of Art. B.A. Concordia College-Moorhead; M.EA., University of Iowa. John R. Holum. Professor Emeritus of Chemistry B.A., St. Olaf College; Ph.D., University of Minnesota. Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Robert A. Karlen. Professor Emeritus of Music. B.M., New England Conservatory; M.A., University of Minnesota. Esther G. McLaughlin. Professor Emerita of Biology. B.A., Ph.D., University of CalifomiaBerkeley. Marie 0.McNeff. Professor Emerita of EducationDean Emerita. B.S., M.Ed., Ed.D., University of Nebraska. Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A., University of Minnesota. Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Edor C . Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Gordon L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C . Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota. Catherine C . Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. - Faculty Emeriti 31 7 Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary. Gunta Rozentals. Professor Emerita of Modem Languages. B.A., M.A., Ph.D., University of Minnesota. Edward M. Sabella. Professor Emeritus of Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota. Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A., University of Minnesota. Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus., Lakeland College. Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany. Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W., Columbia University. Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College, Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Grace K. Sulerud. Professor Emerita, Library. BB.A.,Augsburg College; M.A., University of Minnesota. Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M.EA., University of Iowa. Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota; PbD., Cornell University Mary Louise Williams. Professor Emerita of Social Work. B.EA., M.S.W., University of Pennsylvania. 21sl Ave S 20th Ave. S. Iu, I 4 MINNEAPOLIS - , ST. PAUL ) DIRECTIONS TO CAMPUS PUBLIC PARKING I-35W from the NorthTake Washington Avenue exit and turn left on Washington (curves right to become Cedar Avenue), turn left at Riverside Avenue, right at 22nd Avenue South. Street parking on campus is posted for one-, two-, or four-hour limits. For certain major events on campus during evenings and weekends, parking is also available in the commuter and visitor lots. 1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 22nd Avenue South. 1-94 West from St. PaulTake Riverside exit, turn right at Riverside Avenue, turn left at 22nd Avenue South. I-35W from the SouthFollow the 1-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 22nd Avenue South. Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion i s a bona tide occupational qualification. Augsburg College is committed to providing reasonable accommodationsto its employees and its students. A About Augsburg 10, 18 Academic and Achievement Scholarships 32 Academic Advising 56 Academic Calendar 4-7, 54 Academic Divisions 5 6 Academic Excellence Scholarships 32 Academic Information 53 Academic Internships 67 Academic Policies and Procedures 70 Academic Progress, Probation and Dismissal 87 Academic Skills Center 44 Academic and Student Affairs 44 Access Center 45 Accessibility 18 Accounting 1 14-1 16 Accreditation and Memberships 11, 17, 18 Activities 43 Admissions 14, 20-24 Administrative Officers of the College 296 Advanced Placement Program Test (AP) 85 Advanced Transfer Students 82 African American Student Services (see Pan-Afrikan Student Services) 48 Alumni Center 15 American Indian Studies 94-96 American Indian Student Services 47 American Sign Language 208 Anderson Hall 14, 50 Application Procedures 20, 31 Applied Economics 145 Architecture Minor 98 Art 97-101 Art History 97, 100-101 Asian American Student Services (see Pan Asian Student Services) 47 Asian Studies (see East Asian Studies) 142-143 Assessment of Previous Learning (APL) Program 85-86 Associated Colleges of the Twin Cities (ACTC) 60, 62 Associated Support Organizations 16 Athletic Affiliation 18 Athletics 43 Audit Fee 26 Auditing Courses 84 Augsburg Core Curriculum 76 Augsburg Echo 43 Augsburg Experience 77 Augsburg Seminar 76, 102 Augsburg Signature Curriculum 76 Augsburgian, The 43 B Bachelor of Science (Liberal Arts requirement options) 77-78, 79 Beta Beta Beta 105 Biology 102-107 Board of Regents 294-295 Business (Master of Business Administration) 69 Business Administration 110-1 13 Business Administration and Economics Major 110, 145 Business Management Certificate 108 c Calendar 4-7, 54 Campus Location 14, 18, 31 8-31 9 Campus Map 318-31 9 Campus Ministry 42 Campus Tours 20 Canadian Program 70 Career Services 68 Carlson (Jeroy C. Carlson) Alumni Center 15 Center for Global Education 15, 64-65, 186-195 Center for Global Education Courses 64-65, 186-1 95 Center for Learning and Adaptive Student Services (CLASS) 44-45 Center for Service, Work, and Learning 66-68 Change of Program 72 Chemistry 123-128 Chinese 208 Chapel 15, 42 Choir 43, 226 Christensen Center 14 Class Schedule 92 Classification (Class Year) 84, 87 Clinical Lab Science 129-1 30 Coaching Endorsement 170 College Costs 2004-06 26-27 College Level Examination Program (CLEP) 85 College of the Third Age 16, 70 Commencement 88 Commons 51 Communication Studies 131-1 37 Communication ArtsILiterature Teacher Licensure 134, 162 Community Service-Learning 67 Community Studies Concentration (Sociology) 274 Computational Economics 138-139 Computational Philosophy 139, 237 Computer Science 1 37-141 - Index 323 Concert Band 43, 226 Continuing Education Program 70 Cooperative Education 68 Costs 26-27 Counseling 48 Counseling and Health Promotion 48 Course Descriptions 92-291 Course Numbers 92 Credits 92 Crime and Deviance Concentration (Sociology) 274 Crossover Registration 72 Cultural Anthropology Concentration (Sociology) 275 Enrollment 18 Enrollment Center 8, 72 Enrollment Degree Verification 88 Enrollment Deposit 27 Ensembles 226 Entry-level Skills 78-79 Ethnic Student Services 47-48 Evaluation and Grading 80-81, 84 Evangelical Lutheran Church in America (ELCA) 18, 295 Experiential Education Programs 66-68 Explanation of Grades 80-81, 84 Exploring Our Gifts 42 D Facilities and Housing 14-16, 50-51 Facts and Figures 18 Faculty 18, 55, 298-317 Faculty Emeriti 315-31 7 FAFSA (Free Application for Federal Student Aid 31 Family Educational Rights and Privacy Act (FERPA) 51-52, 89-90 Federal Work Study Program 35 Fees 26-27 Film 132-133 Finance 116-117 Finance Certificate 108 Financial Aid 18, 30-40 Financial Policies 28-30 Fine Arts 43 Fitness Center 49 Food Service 51 Foreign Languages (See Modern Languages) Forensics 132 Former Students 23, 74 Foss, Lobeck, Miles Center for Worship, Drama, and Communication 15 Foundations of Fitness 80 Four-Year Assurance Program 89 French 207-209 Freshmen 20, 21 F Dance and Theatre Teacher Licensure Major 282 Dean's List 87 Degrees Offered 18, 54 Departmental Comprehensive Exams 85 Departments and Programs 92-291 Deposits 27 Development 8 Directed Study 94 Directory 8 Directory Information 90 Dismissal 87 Discrimination Complaints 52 Divisions and Departments 56 Dormitories 14, 50-51 Dual Degree Programs 59, 68, 144-145 E Early Admission of Freshmen 21 East Asian Studies 142-143 East European Studies 266-267 East Hall 14 Echo 43 Economics 144-148 Economics/Business Admin. Major 110, 145 Economics/Political Science Teaching Major 248 Edor Nelson Field 14 Education 149-159 Education for Service 11 Education (Master of Arts) 68 Elementary Education 150-152, 153-154 Emotional/Behavioral Disabilities 157-158 Employment 35 Engaging Minneapolis 77 Engineering 159-160 English 161-167 English as a Second Language (ESL) Program 86 English Placement Test 163 C General Studies 168 German 207, 210-211 Gift Assistance 33 Global Education Center 15, 64-65, 186-195 Global Education Program Courses 64-65, 186-195 Grade Point Average 75, 84 Grading 80-81, 84 Graduate Programs 68-69 Graduation (Applying for) 72 Graduation Level Skills 75-76 324 Index Graduation Requirements 75-80, 82-83 Grants 33 Graphic Design Certificate 98 Gymnasium (Melby Hall) 15 H Health and Physical Education 169-173 Health Clinic Services 49 Health Education 169-171 Health Insurance 48 Health Promotion 48-49 HECUA Courses 65-66, 187, 195-197 Higher Education Consortium for Urban Affairs (HECUA) 65-66, 187, 195-197 HispanicILatino Student Services Program 47 History 174-180 History of Augsburg College 10-12 Honors Program 61-62, 180-181 Housing 14-16, 26, 50-51 Hoyt Messerer Fitness Center 49 Human Relations (Communication Studies) 132 I Ice Arena 15 Incomplete Grade 81, 84 Independent Studies 93, 94 lnformation Technology Certificate 108 lnformation Technology Services 55-56 Inter-Institutional Programs 62-63 Inter-Race 16 Intercollegiate Athletics 43 Interdisciplinary Studies 181-183 lnternational Baccalaureate Program (IB) 85 lnternational Business Minor 111 lnternational Business Specialization (Business Administration) 110 lnternational Partners 65, 186-187 lnternational Relations 184-185 lnternational Relations (International Business) 185 lnternational Student Advising 49 lnternational Students 24, 49 lnternational Studies 186-197 Internships 66-67, 93-94 Intramural Athletics 43 J Japanese 211 JeroyC. Carlson Alumni Center 15 John Evans Learning Laboratory 44 K Karen M. Housh Tutor Center 44 Keystone (Senior Keystone) 77 L Language Courses 207-214 Latin Honors 88 Leadership (Master of Arts) 68 Leadership Studies Minor 182 Leadership, Service, and Performance Scholarships 32-33 Learning Disabilities Program 44-45 Liberal Arts (Bachelor of Science Options) 77-78, 79 Liberal Arts Foundation 77-78, 82-83 Library and lnformation Technology Center 15, 18, 55-56 Licensure (Teaching) 60, 149-153, 157 Life Sciences 104 Lifetime Activities 80, 172 Lindell Library 15, 18, 55-56 Loan Assistance 34 Location 14, 18, 318, 319 Lutheran Congregational Scholarships 33 M Majors and Minors 56-60, 91-291 Management lnformation Systems 118-120 Management Specialization (Business Administration) 110 Managerial Accounting 114 Maps 318, 319 Marketing 121-122 Marketing Communication (Communication Studies) 132 Mass Communication and Journalism (Communication Studies) 132 Mastefs Degrees 54, 68-69 Math Placement Group (MPG) 78-79, 200 Mathematics 198-203 Medical Refund 30 Medical Technology 129 Melby Hall 15 Memberships 17, 18 Memorial Hall (Sverdrup-Oftedal Memorial Hall) 16 Metro-Urban Studies 204-206 Middle East Studies Minor 182 Military Called to Active Duty 73 Minnesota Indian Teacher Training Partnership (MNITTP) 47 Minnesota Minority Education Partnership (MMEP) 16 Minnesota Work Study Program 35 Minors 59, 91-291 MIS Courses 118-120 Mission Statement 10 Modern Language Skill 79-80 Modern Languages 207-214 Index 325 Mortensen Hall 15, 50 Murphy Place (2222 Murphy Place) 15 Murphy's 51 Music 215-229 Music Business 219-220 Music Education Major 216-217 Music Ensembles 226 Music Hall 15 Music Performance Major 21 7-218 Music Repertoire Tests 222 Music Therapy Equivalency/Certification 220-221 Music Therapy Major 21 8 N National Student Clearinghouse 88 Natural Science Teaching Licensures 230-231 New Hall 15, 50 No-Credit Grades 81 Nordic Area Studies 232-233 Norwegian 207, 21 1-212 Notification of Admissions Decision 21, 22 Numeric Grades 81, 84 Numbering of Courses 92 Nursing 234-236 Nursing (Master of Arts) 69 0 Off-Campus Programs 18 Officers of the College 296 Official Notices 51 Ojibwe 213 Old Main 15 Orchestra 43, 226 Organizational Analysis and Development Concentration (Sociology) 275 Organizational Communication (Communication Studies) 131 Orientation (AUG) 77, 102 p, Q Pan-Afrikan Student Services 48 Pan-Asian Student Services 47 Part-Time Students 26-27 Pass/No Credit 75, 81, 88 Pastor 42 Payments 28 Peace and Global Studies Minor 185 Performance Studies 227-228 Philosophy 237-240 Physical Disabilities Program (Access Center) 45 Physical Education 170, 172-173 Physical Science Teaching Licensure 124, 231, 243 Physician Assistant Studies (Master of Science) 69 Physics 241-246 Piano Proficiency Test 222 Policies 17, 18, 51-52, 70-74, 80-81, 84-90 Political Science 247-252 Political Science/Economiu teaching major 248 Portfolio Assessment Program 85-86 Pre-Professional Programs 60-61 Prerequisites 93 President's Greeting 2 Probation 87 Psychology 253-257 Public Accounting 114 Public Relations and Advertising (Communication Studies) 132 Public Relations and Communication 14 R Re-Admitted Students 23, 74 Recitals 221 Refunds 28-30 Regents 294-295 Registration 70-73 Religion 258-263 Religious Affiliation 18 Residence Life Program (see also Housing) 50-51 Residence Requirements 76 Retaking courses 84 Rochester Program 13-14, 71 Room and Board 26 ROTC 62-63 Russian, Central, and East European Studies 266-267 5 Scandinavian Studies (See Nordic Area Studies) Scandinavian Urban Studies 65, 181 Scholarships 31-33, 35-40 School Year 4-7, 18 Science Hall 15 Secondary Education 152-153, 155-156 Senior Keystone 77 Service-Learning 67 Sigma Pi Sigma 243 Skills Requirements 78-80 Smiley's Point 16 Social, Cultural, Recreational Activities 43 Social Psychology Concentration 254, 275 Social Studies 268 326 Index Social Welfare Minor 270 Social Work 269-273 Social Work (Master of Social Work) 69 Society of Physics Students 243 Sociology 274-279 Solid State Physics 242 Space Physics 242 Spanish 207, 21 3-214 Special Education 157-159 Special Interest Housing 51 Special Students (Non-Degree or Second Degree) 23 Sponsored Scholarships 35-40 Sports 43-44 StepUP Program 46 Student Activities 43 Student Affairs (see Academic and Student Affairs) 44 Student-Designed Major 57-58 Student Employment 35 Student/Faculty Ratio 18 Student Government 42-43 Student Life 41 -52 Student Newspaper 43 Student Publications 43 Student Rights 51-52, 89-90 Student Standards of Behavior, Complaints, Records 50 Student Standing Committee 74 Student Support Services (TRIO) 4 5 4 6 Student Teaching Abroad 66, 149 Studio Art 97-100 Study Abroad 63-66, 186-197 Summer Session 8 Supervisory Management (Communication Studies) 131 Support Programs 44-49 Sverdrup Hall 16 Sverdrup-Oftedal Memorial Hall 16 T Teaching Licensure (see also individual majors) 60, 149-153, 157 Test Scores 20 Theatre Arts 280-287 Theatre Practicums 286-287 Transcripts 20, 21, 27, 28 Transfer Students 22-23, 82-83 TRIO Program 45-46 Tuition, Fees, Room and Board 26-27 Tutor Center 44 U Unofficial Withdrawal 30 Urban Studies 204-206 Urness Hall 16, 50 v Veterans 89 Vocation 42 W Weekend College 12-13, 21, 27-28, 71-72 Withdrawal From College 30, 73 Women's Studies 288-291 Work Study Program 35 Writing Concentration 163 x, y, z Yearbook 43 Youth and Family Ministry Major 264-265
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Title: Augsburg College Summer Catalog, 2005
Collection: Course Catalogs
Search Result: summer session info augsburg in the summer A~~gsburg College offers a varied summer curriculum that includes courses in 13 academic disciplines as well as internships and independent studies. A detailed listing of courses begins o n page 8. summer session I May 31 to July 1 -_- summer ~...
Show more summer session info augsburg in the summer A~~gsburg College offers a varied summer curriculum that includes courses in 13 academic disciplines as well as internships and independent studies. A detailed listing of courses begins o n page 8. summer session I May 31 to July 1 -_- summer ~ = s i 11n July 11 to August 11 summer online (WE Course loads in Summer Session: I Students may take up to two courses in each session. However, the total credit load for W E C students between spring W E C and Suinmer Session I cannot exceed 2.0 credits. W E C students desiring to overlap more than 2.0 credits between the two terms must petition the Student Standing Committee prior to registration. Total credit load between Summer Session I1 and Summer Online cannot exceed 2.0 credits. Unless otherwise indicated, all courses carry a value of 1 course credit. One Augsburg course credit is the equivalent of four semester credits and six quarter credits. Augsburg general education: about augsburg Augsburg College is a four-year, liberal arts college located in the heart of Minneapolis, and affiliated with the Evangelical Lutheran Church in America. Augsburg is accredited by The Higher Learning Commission.* The small college environment, about 3,000 students during the academic year, is enriched by the many opportunities found in this vibrant lnetropolitan area. Augsburg's setting allows students to participate in a host of cultural and recreational activities. Courses f~~lfilling Augsburg's Liberal Arts Perspectives, Core Curricul~un, and Graduation Skills requirements are so noted along with the description of the course. Course levels: The first digit of the three-digit course number indicates the course level. Course numbers beginning with a "1" or "2" are lower division courses and are intended primarily for freshmen and sophomores; course numbers beginning with a "3" or "4" are upper division and are primarily for juniors and seniors. Independent study: Independent studies may be arranged in consultation with individual faculty members. Internships: In addition to those listed, * The Higher L c a n l i r ~Cotnmissiotl ~ of the Nortll Cct~lralAssociatior~of Colle~esand Schools, Cormnissiorl on Irlstitlrtiotls of Higher Ed~rcntior~, 3 12-263-0456. Web site <twtuw.t~cnciheu r g s internship opportunities may be arranged individually during the summer. Academic internships are carefi~llyplanned work-based learning experiences, supervised and evaluated by a faculty member. Consult the Center for Service, Work, and Learning, 612330-1148, for more information. Employer reimbursement: Students who qualify for reimbursement from their employers may use their reimbursement to pay for S ~ ~ r n ~ n e r Session courses. Housing: Students who need housing may contact the Residence Life Office at 612-330-1488. information Additional information may be obtained at: www.a~~gsburg.edu/summer Augsburg College Campus Box 143 2211 Riverside Avenue Minneapolis, MN 55454 For registration or financial questions: 612-330-1046 (Enrollment Center) For questions related to courses: 612-330-1025 (Academic Advising) eligibility Persons in good standing at regionally accredited colleges and universities, graduates of such institutions, and students admitted for the next fall term, are eligible to attend Augsburg's Summer Session. Good standing implies that the student has been admitted and not subsequently dismissed by that institution. Students accepted for Summer Session are not automatically granted admission as regular s t ~ ~ d e nof t s A ~ ~ g s b u College. rg Those wishing to begin a degree program at Augsburg should apply to the Office of Undergraduate Admissions, 612-330-1001, or the Weekend College Admissions Office, 612-330-1743. All stitdents may hegin to rrl,..--. - Apnl~4k Web registration will remain open until May 5 (Session I) and June 10 (Session 11). Web registration Ihuurs 8:3C 1.-11:59 p.m. daily. :studcnrs will he hilleci through Summer Session courses Augsburg stude re cncouragecl to use Web registr ,)n-Augshurg students must reglsrer in person at the E~lrollrnentCenter liefiveen 8:30 a.m.-4:30 p.m Thursdays). T h e :30 a.m,-7 Center is CIII located in Sverdrup Hall. W e r e c o m ~ n e ~ lthat d you schedule I 50 percent c ition If a discrepancy is found bet\ on founci through AugNet, AugNet s h o ~ ~ he ld considered the most current xnci, thus, correct. Students registering for Summer Session I must complete their registration by May 31. Signature of the instructor is needed to add a class after the first day of class. online April 4 April 4 April 5 May 5 June 10 June 10 Summer Session 1 a n d June 17 tor Balance of tuition due May 6 June 17 June 3 hition must be paid in full ( endar), or you will your course(s); a be dropped f cancellation of $100 per course will apply. Augsourg students who have unpaid balances from previous terms must pay these balances before they may register for Summer Session. Classes begin May 31 July 11 June 27 May 31 July 11 June 27 July 14 July 1 Change in Registration: Many courses *Drop class without notation reg stud' summer sess Last day to: Register (without late fee) Register (added late fee of $75) June 3 (signature of instructor needed; no registrations will be accepted afier this date) June 3 July 14 July 1 fill early and courses with low Change grading option June 17 July 28 August 5 enn)llments will he cancelleel o n e week Withdraw from class June 17 July 28 August 5 I before the first day of the session. Students who decide to cancel their Classes end registration prior to the first day of the Grades due in Registrar's Office July 11 July 1 August 11 September 2 August 19 September 9 session must complete a drop/adci form at the Enrollnlent Center (this nlust be done in person). There is a charge of $100 for each course cancelled. For refund information please sce A late fee of next page. $75 will he assessed for students who register after the first day of the term. N o Session I registrations will he accepted after June 3. N o Students registering for Summer Online must complete their registration by June 27. II Registration begins Of Schedule of Refunds o n the Students registering for Summer Session I1 must complete their registration by July 11. Signature of the instructor is needed to add a class after the first day of class. summer 2005 Web registration closes at the tillle ~OLII- courses as early as possible. catalog and coursc infor ents 1 Session 11 registrations will he accepted after July 14. N o Sulnnler Online registrations will he accepted after July 1. schedule of refunds 100% of the refundable portion of tuition (less $100 administrative fee): If cancellation at the Enrollment Center is n o later than June 3 (Session I), July 14 (Session II), and July 1 (Summer Online) 75% of the refundable portion of tuition: If cancellation at the Enrollment Center is no later than June 7 (Session I), July 19 (Session II), and July 11 (Summer Online) 50% of the refundable portion of tuition: If cancellation at the Enrollment Center is no later than June 10 (Session I), July 22 (Session II), and July 22 (Summer Online I map of augsburg - The tuition charge f '005 aummer Session courses is: $1,470 for full-c2dit coun ' 15 for halfcredit courses A ..Rlits are charged at the tuition rates ,,. ,,..,~d, and Rochester students olled in Summer Session I1 or Summe nay be eligible for financial aid if tl least 1.0 credit. listed above. To apply financial aid Eligibility for S u ~ m e Session r attendees The only forms I Financial aid available ;Ion attendees are the for Sum --nt, the Minnesota State era1 :or students who meet eligibility nents) and student loans. Visit ,.he Enrollment Center Web site to download an application form at <www.augsburg.edu/enroll>. T h e financial aid priority deadline for Summer Session is May 15, 2005. O .,.,. financial aid. Day program 11, or both sessions combined may be eligible to apply for financial aid if their course load is at least 1.5 credits over the two sessions. WEC, United, and Rochester programs Augsburg Employee Tuition Benefit Faculty, staff, and dependents of the College who are eligible for the maximum tuition benefit will receive a 60 percent discount on Summer Session tuition. For WEC students enrolled in spring trimester, no aid is given for Summer Session I as it runs concurrently with the WEC spring trimester. +lnlerslate84 West II 11 COLLEGE MAP INFORMATION 1. Center for Counseling and Heal01 Promotion 2. Weekend Admissions 3. Air Structure Entrance (November through March) 4. Edor-Nelson Athletic Field and Seasonal Air Struclure 5 Christensen Center 6. East Hall 7. Faculty Guest House 8. Foss. Lobeck. Miles. Center for Wonhip, Drama and Communication 9. Sverdrup Hall 10. Husby-Strommen Tennis Courts I I Ice Arena 12. Public Relations and Communicalion Inlaaal~$ W bet 13. Lindell Libraly 14. Maintenance and Grounds Shop 15 Mortensen Hall 16 Mulphy Place 17. Murphy P a ~ k 18. Music Hall 19. New Residence Hall 20. Old Main 21. Oscar Anderson Hall 22 Quad 23. Science Hall 24. Security Dispatch Center 25. Shipping and Receiving 26. Si Melby Hall 27 Sverdrup-Oftedal Memorial Hall 28. Urness Hall campus location + PARKING INFORMATION A. Visitor Parking B. Resident Parking C Commuter Parking D. FacultylStafflCommuterResident Parking E. Resident Parking F. Resident Parking G FacultylStaff Parking H Faculty/StaffParking I. VisitorIAdmissions Visitor Parking I. FacultyIStaff Parking K. Commuter Parking L. Visitor Parking M Faculty/Staff/Comniuter Parking N. FacultylSlafflCommuter Parking 0 . Fairview-Vnivenity Parking Ramp 3 5 W from t h e NorthTake Washington Avenue exit and turn left o n Washington (turns right onto Cedar Avenue), turn left at Riverside Avenue, right at Zlst Avenue South. 1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 2lst Avenue South. Augsburg College, a s affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientntim~,marital s t a t u , status with regard lo public assistance, o r disability in its education policies, admissions policies, scholarship a n d loan program, athletic andlor school administered programs, except in those instances where religion is a bona fide occtipational qualification. Augsburg College is committed to prowidii~greasonable accommodations to its employees a n d its students. 1-94 West f r o m St. PaulTake Riverside exit, turn right at Riverside Avenue, turn left at 2lst Avenue South. 35W f r o m t h e South- 1 Follow the 1-94 St. Paul signs (move to right lane after each of two niergen) Take 25th Avenue exit and turn left at Riverside Aveni~e,turn left at 21st Avenue South. session I may 31 to july I Rooms listed for each course below are subject to change since the printing of this catalog. Please refer to AugNet Records and Registration for the latest information on room assignment for a particular f FIN 2 4 0 3 the approacl~usell by Pcrsonal Finance exams, quizzes, 1 Introiiuction to perso~ialfinancial planning and budgeting, credit nianagement, income taxes, i ~ i s i ~ r a ~ ireal c e , estate, invrstments, retirement, and estate planning. ler and analyze data and propose and test hypotheses. Evaluation will be baser1 o n A R T 102.S Tom A study of design as the unifying foundation for IPS,and othc assig~umenrs.I n c ~ ~ ~ u e s re as \\,ell 3s laboratory activities. This course s twice weekly from May the visual arts. T w e and three~dimens~onaI projects demonstratinl the basic design elements 31 to August 11 (frc and principles I the start of Session 1 to the Rrspective/Skill/L ,esthetics Perspective; encl of Session 11) (Prereq.: MPG i Speaking Skill; ine Arts Perspecti\,e/Skil : Critical Thinkir II; LAF in Natural Science 2nd Old Mnirr 4 (hereq.: MPC 2) scientists t Kapoor M, \V 6-9:30 11.1n. 7 leliiat urn Main 18 Kapoor This course i ~ ~ c l u d financial es statement analysis, risk and retllrn, security valuation, capital budgeting, capital structure, and working capital llianngement. (Prerecl.: ECO 112 or 113, ACC 221, and MPG 3) Tlie camera will be useil as a tool for visual creativity and expressio~iusing black and white 6-9:30 p , n ~ . photographic processes. Students need access to a 35 m m , single-lens reflex camera. I Principles of A ecl cost of film, etc.: $200-225 Pcrsl-rect~\,c/Skill/LAF: Aesthetics Perspective; LAF in Fine Arts 6-9:30 11 111 T; TI1 Old Main 4 Kader Introduction to business activities, basic concepts and fi~ndarnentalsof accounting, the accounti~ig cycle, ancl prep.1ration of financial statements. 3 I - ~ o o M, W Oltl MLlin 10 BUS 2 4 2 4 A R T 247-S Life Drawing McCaffrey Principles of Management Palecmy-Zapp metlioils and techniqnes of drawing the human for111 through the use of live ~nodels.Emphasis will he Development of the tl~eoryof Inaliagemcnt, organization, staffing, planning, and control Tlie ~iatureof authority, acco~~ntahility, ~esponsibility, and analysis of tlie pmfessional manager placed o n ~le\elopmentof pelceptual cimwing skills 1 - 4 3 0 p,in, This course will introduce t l ~ estudent to the to accumtely rc~iderthe hi~manfnrni in a spatial environ~nent.Topics covcrcd will include: gesture, prnpurtion, foresl~ortening,skeletal .ind ~u~~sculature anatomy, sha~lingand renclering, and composition NOTE: There will be a $50 fee payable un thc first clay of class for the cost of models. PerspectivJSkill/LAF: Aesthetics Perspective 6-9:30 p.111 M, W Old Mr1i11 17 B I O 102-S T h e Biological World Hoogendoorn This is an introcluction tu bioluu for ~non.bioIogy 7; TI1 Old Main 16 MKT 3 5 4 3 I M, W Old Main 16 B U S 465-S International Management Paleczny-Zapp This thought-pr~>\okingcourse cxaniines those issues ancl activities unique to marketing in an lnterlintional setting Col~rsefocuses on how l u ~ m a n~esourccsare a<lministereil in other countries and how cultural factors influence heliavior in the n.orkplace and negotiations. It will also ;rnnlyze interpersonal skills n w ~ l e dt < manage ~ across national bonlcrs and negotiate internatiunal deals. We will analyze several real-life case s t ~ ~ d i etos lear~ithe strategies, structures, and practices of modem co~porationsin the world tvday. majors. Basic concepts of bioloby pel raining to (Prereq.: BUS 242) Perspective/Skill/LAF: Writi~ig both plants .lnd ani~nalsare co\.ered, as well as the 6-9:30 p ln MI W Old Milin 16 8:30 a.m.-noon 7; Th Scie~~ce 123 COM Ill-S Financial Management Photog+,, A C C 221-S Perspective; LAF in Natural Science and Matheniatics (non-lab) Old Main 13 F I N 331-S Natural World 1 or 2; Perspecti\ze/Skill/LAF: Natural World 2 Introduction to Public Speaking Groven The course focuses on speech preparation, organization, audience analysis, style, listening ability, and the o\~ercorningof speech frigl~t. Perspective/Skill/LAF: Speaking Skill; LAF in Humanities; Engaging Minneapolis 7; TI1 1 4 : 3 0 11.1n. Old Mnin 13 COM 3 5 1 3 J.Cerrito Sales Management Fornullation, implementation, evaluation, and control of sales force programs designed to carry out marketing objectives. Management of sales force recrnitmelu, dcpartmenral structure, training, no ti vat ion, territory allocation, quotas, and compensation. (Prereq.: MKT 252 or consent of instructc,~.) T; TI1 6-9:30 [~.,n. Suerd11a11202 Argumentation Dewlops critical theory and practice of argument, evidence, fallacies, and refi~tation.Includes how to build and analyze public arguments that confront btude~irsin their ej~eryilnylives. (Prereq.: SPC I l l or 112, o r J r , or Sr. standing) Perspective/Skill/LAF: Critical Thinking Skill 6-9:30 p.ln MKT 4 6 6 3 International Marketing Meziou Groven think in^ skills by stucly of the 7; TI1 Old Main 13 C O M 354-S Interpersonal Communication Lapakko This course examines those issues and activities unique~tomarketing in an international setting. Emphasis IS placed on adaptation of a marketing ~ u i xaccording to the international marketing environment. on factors that build relationships ancl help to o\,ercome communication barriel-s. (Prereq.: MKT 252) 6-9:30 p,ln. 6-9:30 ~ t n . M, W A studv of the dvnarnics of human interaction thnlugli verbal and non.verbal nlessages; emphasis M, W Suer[lr~ip206 Suerdlul~I I-hl-YI I E C O 112.S C H M 100-S Principles of Macroeconomics Chemistry for Changing . - Times This course introduces basic clIemistry the context Gvbere . concepts in nuluerous sciel,ce.l,asecl issues i n our Gilsdorf An introduction to macroecononiics: national i~lco~ile analysis, ~nonetaryand fiscal policy, i ~ i t c r m i o ~ i trade al Al,plication of elementary everyday livcs with the goal of students having a econ0111ictheory to current economic problems. baaic niler erst an ding of thc science hehind iszues present and in the fi~ture. May be taken independently of E C O 113 or 110. ECO 112 a111 113 nay be take11 in either order. 4 sess~onI \. may 31 to july I (Prereq.: M P G 2) PerspcrL:-- 'Skill/LAF: Rrspec LAF in Soc laviornl Sciences Old pm ENG 225-S ECO 1133 Principles of M~rroecc..omics A n introduc ~ ~ l o niicroecono~nics:the theory of the Ihousehold, firm, market structures, a n d income distribution. Application of ele~uentaryeconomic This coulse buiIdS o plact~cesand methods of Effective d ~ ~Writing f (El 11) Its w o ksliop ~ format stresses style a n d organizarion, the process of relationsl~ipbetween readine a1 ' I EDC 2 2 0 3 Educational Technology (.5 crcdit) Erickson Psychological a111 pl~ilosopliicaldiniensions of comniunication through the use of instructional t e c l ~ n o l o S~ e. l e c t i o ~preparation, ~, pr<,duction, and e\raluation of eftecti\.e audio-visual niaterials for tcacliindlearning situations. C o m p u t e r training will be included in this course. (This class runs from J u n e &July I) M, W Suer'ltllp 205 Center for Service, Work, and Learning. PerspectivJSkill/LAF: Satisfactory completion fillfills tlie AugsburE Experience (AE). Western Heritage Perspective M, W 6-9:30 p . m O l d Main 18 Y Schield Critical thinking about statistics as evidence in , I ( P r e ~ e q .o: n e course in history, o r permission of insrructor) Q u a n t i t a t i v e Reasoning/ Statistical Literacy ....,., ..., [ work setting. Students set learning goals and evaluate t l ~ e i rlearning with the director of the GST2003 ring. 4-7 01 over the last nvo centi~rieswill be ~ i v e nspecial attention. uevision, self and peer evaluation, a n d the Per"ectiw Petspect~ve;LAF in Social and Behavioral Scic..--., 1 4 3 0 11 tn )Id M(lirl l o 7; Th 9-1 1:30 n.111. Wr* ia;nson (Prereq.: theory t o ~iiarketpolicy. May he taken independently of E C O 110 o r 112. E C O 112 a n d 113 nay be taken in either (Prereq.: MPG2) Perspective/Skill/LAF: ,,,.,. ~ 7. I n t e r m e d i a t e 61 not d o n e for academic credit. T h e Koal is fur students ro apply theory to practice in an approved Topics: Sports a n d Literature Irvine INS 105.S arguments in\.olving predictions ancl explanations. Introduction to American I n d i a n Studies Topics will include reading and eaalunting tables, This course is i~ltelideclto introduce students to graphs, and statistical models as \yell as generalizations, traclitional confidence inter\,als, American Indian studies Concepts a n d topics to be covered include, among ochers, history, Weston This course is designed to i~nrestigacea n d a n a l y x ancl Ihypotliesis tests. Emplusis on interpretation, language, culture, literature, policy, images, themes, issues, topics, and contro\,ersies related evaluation, and communication. (Prereq.: M P G 3) contemporary issues, and the arts. Minnesota Indians will be emphasized where appropriate. p e r s p e c t i v e / ~ k i l l / u ~ :~ ~A~~~~~~~~1~ perspective directly and i~idirectlyto and through sports a n d s p o ~ t sl i t e ~ a t ~ ~Itr examines e the intersection of sport a n d society and considers what sport means Perspective/Skill/LAF: Q ~ ~ a n t i t a t i \Reasoning ,e Skill 6-9:30 p.111 M, W Old Mail1 10 and how it functions as symbol, myth, a n d 6-9:30 fi m. metapluor. T o achieve these ends, s t ~ ~ d e nwill ts .... .. 7; Th S u e r d n r ~1 analyze texts a n d timely issues pertinent to sport and soclety in a variety of ways, including through HPE 1 1 5 - S Paideia S e m i n a r s lite~aly analysis, j o u r ~ ~ a l i n gand , spr~rts-related, C h e m i c a l D e p e n d e n c y (.5 credit) Students will participate in a series of seminar Minneapolis-based experiences. Perspecti\.c/Skill/LAF: Huma~iities Writing Skill; LAF in 8:30 a.tn -tnnu~ M, W INS 2 5 5 4 Uzarek A n analysis of chemical abuse a n d what can be d o n e for the abuser. Includes informaticln about school health educatio~iand services. Old Main 13 6-9:30 p m. ~ M only Scicnce 123 Kaufman discussions following the P21ideia seminar format as clevelopeil by Mortinier Adler. Seminar topics emphasize selections that help students to think critically, ~ ~ n c l e r s t a ntimeless ~l ideas, listen carefi~lly, and question thoughtfully. This course is ideal for E E D 495-S ENG 3 6 1 3 Topics: Elementary E d u c a t i o n Physical S c i e n c e Studies i n M o d e r n Fiction Clayton T h e course fc~cuseso n contenporary 20th centul y prose I V ~ ks. I It includes N a t ~ v eAmerican a n d European writers, with an emplhasis o n nonWestern (Asian a n d African) fiction Gregoire S t t ~ ~ l ewill ~ i sparticipate in hands-on experiments to explore plopel ties of and changes in maKer; position, motion and force; light, lieat, clectricitl: a n ~ l magnetism; ant1 kinds of ant1 ways to transfer e n e r ~ y Taking the [~liysicalconcepa learne~l,stuiiena will develop dernonsttatk,ns and lessons ior K-5 classr<x,~ns. Assessment is based o n wwitten assignments, a technology pmject, les~>ns/dem~~nstr~~tions, clasroo~n pnrticipatk)n, and nn enalii. (Prereq.: Snldents ~iiustbe Elementary Education M a j o ~ ~ t l icourse is does NOT Ineet the Sciencc Lah p d u a t i o n require~nent) 6-9:30 p III 7; Th scierlce (Prereq.: E N G 245 o r consent of instructor) Perspecti\.e/Skill: Intercultural A\vareness 1 Perspecti\.e; Writing 6-9:30 P.111. 7; T h 0111 Moil1 10 GST 0 0 9 3 Cooperative E d u c a t i o n Olson Cooperative E~lucationis a work experience related to a student's major/minnr o r carccr inrel-ests, but education, sc~cialscience, and language arts majors. I This course will be held M-F, 8:30 a.m.-4 p.m. . +, HIS 3 4 5 3 Perspecti\re/Skill/LAF: M o d e r n Britain a n d I r e l a n d deVries . f u ~ 20-24 ~e Critical Thinking Skill Old Main 25 B breoko~atroonls Hoping t o tra\,el to Britain a n d Ireland some day? lnteresced in the l i t e r a t ~ ~ rtheatre, e, polit~cs,and INS 3 2 5 - S culture of this region? 1f yo11 can't fit a trip t o Britain a n d Ireland into your schedule, take this Building W o r k i n g Relationships Hanson This course explores working relationships in a course i n s t e a j , u s i n g a n interdisciplinary approacl, clialhgin~world. Self-assessment tools a n d applied (sources will include literature, filni, nus sic, theatre, a n d art), wve will explore Britain's de\,elopment pVers participalhts gailh a better ~ ~ n d e r s t n n d i nofg the role the individual plays since the 18th century into o n e of tlie world's within t h c context of workplace relationships. leading cultural, economic, and colonial powvers Britain's tempestuous rrliitionship with lrelancl Emphasis is placed o n interpersonal, group, a n d organizational relationships. (P~e~ecl.:]r. o r Sr. standing, a n d at least o n e of tlie I may 31 to july I session 1 following courses: S O C 121, SWK 260, BUS 252, PSY lo? Perspecti\~e/Skill/l Spanish. Introduction to the culturc of the F nCv In'\ In Identity Perspective; Spanish-speaking w o ~ Id. Perspective/Skill/LAF: Intercultu~alAwareness 2 MAT 103-S Perspecti\re; Modern Language 1 6-8:30 p,t11. 7; \ T I introcluction t o . Theories of Lead Link experienced leaders for b t < .,. contemporary rl~eoriesand applications leadership. Guest speakers participate in sharing their experience in both private ancl public workplaces and the class ~~tilizes a case study P O L 160-S ~ ~ n d h ~ c r etoward ~lit World Politics rac uation Skill colnponent except P (pass) in this course advances you rp h students. This course is a capstone offerlng a selection that to Math ~ r c e m e n Group t 2. Grading will be based o n quizzes and exams. rereq.: MPG 6-9:30 b.1 approach to Icarning. Course connects with the MAL Leadership De\,elopment Model through its direct empl~asison leadership, change, ethics, communication, and creativity. Emphasis is placed on critical thinking, discussion, presentzrtion, and Abnormal Psychology Old Mrrirl 25 ASL 101-S Beginning Sign Language I Mikkelson An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration 8:30 u . i ~ ~ . - ~ ~ o o n Tliis course is an introductio~~ to the dynamics, history, and ~uajortheorles of international relations. It explores issues uf peace, sustainable economic cle\~clopment,global citizenship, and efforts to combat inlustice and inequalily around thc globe. This class uses internat~onal ~ over water as environmental issues ~ I I Lco~lflicts case studies. Qucst~onsexplored in tlie class i ~ ~ c l u dWhat e: are the obstacles to achieving a luore just and equitable world! When is the use of force justified? What are the implications uf globalization, through which we are beco~liillgmore and more connected! Perspective/Skill/LAF: Social World 1 or 2 Perspective; LAF in Social ancl Behavioral Scicnces Plan B. Reqi~iredparticipation at all face-to-face fiici.il expressions and body language ~ ~ e e dto e~l 6-9:30 p.111, meetings and regular posrings online com~lii~~iicate clearly with deaf and hard-f-hearing (Prereq.: Minimum of 6 MAL courses) people. Perspecti\,e/Skill/LAF: Intercultural A\\nreness 2 Class meets: Thurs., 6/2, 6-10 p.ln.; Fri., 6/17, 2-8 p.m.; Sat., 6/18, 8 a.m.-noon, 2-5p.rn.;Tliurs., 6/23, 6-10 p.m. There will also be nvo virtual classrooms plus regi~larposting online Perspective; Modern Language 1 6-8:30 p 111 7; X !! TI1 Scie~lce2 I2 S P A 1 11-S Old Main 10 Beginning Spanish I Kingsley Ai~listo develop four basic skills: understanding, MAL 5 8 9 3 speaking, reading, and writing of elementary Topics: Comprehensive Spanish. Introduct~onto the culture of the Spanish-speaking world. Examination Seminar Pike This course is a completion optio~ifor the Master of Arts in Leadership Students prepare fur the exam series-oral, written, and take-lioni-througll discussion, reailings, and critical analysis in the senunar. (Prereq.: Must be final course taken in MAL CLI~~~CII~IIIII) 6-9:30 p.111 M, W Soelice 108 PerspectivJSkill/LAF: Intercultural Awareness 2 Perspcctiw; Moder~iLanguage 1 7; VC: TI1 8:30-1 1 ( I n~ SPA I l l - T Beginning Spanish I Old Maill 18 Kingsley Aims to develop fuur basic sk~lls:understanding, speaking, reading, and writing of ele~uentary ?; Th Old Main 16 Underhill-Cady of signs, practice their own signing, and learn the analysis. Successfi~lcompletio~iof this course fillfills one of the major paper recluirements for Jack An introduction to psychological disorders and treiit~~~mt. (Prerecl.: PSY 102 or PSY 105) . pplications to everyday is not approved for a This will include a PSY 2 6 2 3 M, W Sver(lr11~ 20 REL 3 7 0 3 American Indian Spirituality a n d Philosophical Thought Jacobson Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities a n 1 differences are exl~lorecl,as lire tribal relationsl~ipswith nature, religious oversight of life cycles, sacred r ~ t u a ceremonies, l and beliefs in a n afterlife. (Prereq.: ENG l l l , ] r , sta~tding,and one of the following: REL 111, REL 221, REL 331, REL 100, or REL 300 Perspecti\.e/Skill/LAF: Christian Faith 3 or Interculti~ralAivareness 1 Perspective; Writing Skill 6-9:30 7; Th Lil~dell16 POL 2 4 1 3 Environmental and River Politics Underhill-Cady This course critically examines the political dynaniics relaring ro the co~nniunitiesand ecosyste~usof tlie Upper Mississippi Watershed. Issues explorer1 includc water pollution, the lock a ~ t ddam system, imasive species and biotli\,eraily, regiolial water supply, flood control, waterfront economics de\,elopment, urban sprawl, farm policy, and energy pn~duction.The class will look at the challenge of balancing economic development, social jusrice, and environmental stcwarilship in the region. There will be areekly excursions to sites along the river, solme exploration of the river by boat, and opportunity to lnieet with stakehoWers working on various river-related issnes. Perspective/Skill/LAF: Social Worlcl 1 or 2 Perspective; Critical Thinking Skill; LAF in Social and Rchavioral Scielice 6-9:30 p.ln T; TI1 Scie~~ce 205 SWK 6 9 9 3 Assess~nentand Diagnosis i n Mental Health Practice BoisenISyers This is a n elective course that explores psycliopathology and the role of social workers in assessluent and diagnosis of ~iicntalhealth in a \,ariety of service settings The didgnostic manual is used as a n organizing frame\\.ork for revlewilig major mental disorders. This course is a prereq~~isite for SWK 627 Family Practice Elective: Mental Health Practice Course offered in the Spring Trimester of t l ~ eMSW P r o g r ~ ~ i i . 6-9:30 p.rn. 7; TI1 Old Main I 1 1 : session I 1 - july II to august II Rooms listed for each course below are subject to change since the printing of this catalog. Please refer to AugNet Records and Registration for the latest information on room assignment for a particular class. r A R T 1C Drawing 6-9:30 :iII/LAF: L p 4 .. . Ceramics I Bollman This is a first-l ~gco~lrse.Students work with a \,aricty ial and non-traditional drawing mecl~: explore important concepts of drawing. Slrde res, demonstrations, ancl : experience. critiques co~npletethe lea Persprrri in Fi -1 A R T 2io\ ire Tom An introduction tcl': ang of pottery with a11 emphasis on handhuilding dnd glazing. Perspectrve/Skill/l AF. Aectlietics Perspective; LAF in Fine Arts 6-9:30 ~ . I I I ''Mfl"' h P,,rspective; LAF study of the graphic design of typography and visual imagery for print 1 M'zi Painting I In this first level paintin!: course, SI learn important concepts of painting Mo: ~ s tume s is spent painting. Slide lectures, ?-.---.~a~r.ttions,and critiques co~ilpletethe learning experience. Perspective/Skill/LAF: Aesthetics Perspective; LAF in Fine Arts 1) 111. 7; Th Old l7 ART 2 2 5 3 Graphic Design I Staff hi^ course is an intmduction to principles and techniques uf graph~cdesign using page layol~t sofnvare. Emphasis will be placed o n designing with text and image. Perspective/Skill/LAF: Aesthetics Rtspective; Speaking Skill; LAF in Fine Arts 6-9:30 p in M, W Fuss 2213 A R T 2 4 9 1 3 4 9 3 (with H I S 24913493) Designed Environment Anderson This course acld~esscstlie designed envin)n~uent, the intentionally designed places in which 1r.e live. We will investigate architectl~rc,landscape architect~~re, urban d c s i g ~and ~ , urban history; class scssions consist almost exclusi\rely of \valking tuurs and site visits to plomlnent exa~nplesof clesijin excellence. (Prereq.: none for 249; for 349: ENG 111 and an art, history, or urban s t d i e s course) Perspective/Skill/LAF: Aestl~eticsor City Perspective; Writing Skill (ART 349 only) 1 4 3 0 \],in Cerrito Concepts anJ principles related to the management of operatilip functions taught from a liianagerial viewpoint with examples from varir~usindustries and sectors. (Prereq.: BUS 242 or consent of instructor) M, W M ,W o l d M~~~~18 6-9:30 p.ln. M, W Foss 22B Perspective/Skill/LAF: N a t ~ ~ rWorld al 2 Perspective; I LAF in N a t ~ ~ r Science al ancl Mathe~natics(11on-lab) 8:30 ~~.i~~.-noo~i 7; TI1 Science 3 15 11 MIS 1 7 5 3 COM 3 2 9 3 Principles of Conlputing for Business Kattke An introductory course to develop understanding of basic computing concepts and specific skills in E~nphasison solving business-related problems (Prcreq.: ART 2; present and In the fi~tul-e. (prereq,: M ~ 2) G Soeldrlrp 202 using microco~nputersoftware (Windows, Woril, Excel, Access, PowerPoinr, e-mail, a ~ ~ Internet). cl A R T 118-S 6-9:30 'F basic un~lcrstandingof the science behind issues J. Strategic Management 6-9:30 [I.~II. Staff m~"lwl~lced M, W ' i BUS 4 4 0 3 using software, especially Excel, Students with a strong complltel. backgrtiund should take MIS 360 or 370 instead of MIS 175. Interculhral Communication ~l Lapakko I This course explores cultural d~fferencesand tlreir I I I rmplications for communication, including difterences in values, nor~ns,social interaction, and code 5)-atems. Perspect~\,e/Skill/LAF: Intercultl~ralA\\,areness I ~l Perspective 6-9:30 p.111. M, W Lindcll 16 I (Prereq.: MPG 3) I+:30 A C C 222.S Principles of Accounting I1 Kader A continuation of ACC 221. Introcluction to cost accol~ntingfor ~unnufacturing.Basic concepts and fi~nclamcntalsof managerial accounting, planning m"dontr01ling pr~~ccsses, decisio~i-~liakin~, and behavioral c ~ ~ n s i c l c r ~ r t i ~ ~ ~ ~ s . (Prereq.: ACC 221) 8:30 U . ~ ~ . - I W I I I I 7; TI1 B U S 242-S Principles of Management Old Moil1 10 I? Cerrito Development of the theory of management, organization, staffing, planning, ancl control. We will examine tlie nature of authority, accountability, and respons~bility;analysis of the role of the professional manager. 6-9:30 p.111. M, W Stjcllr~rp206 BUS 340-S J. Cerrito H u m a n Resource Management Personnel function in business, acquisition, and utilization of Ihuman resources; dcsirablc working relationships; effective integration of the jvorker with the goals of tlie firm and society. Prereq.: BUS 242 or consent of instructor 6-9:30 P.nlb 7; TI1 IJ.~I. 7; TI1 S ~ ~ e l i h 201 u~i~ E D C 2061566-S M K T 252-S DiversiyNinnesota American Indians Principles of Marketing Meziou Pr~nciplesc~fhasic policy and stratem issues in ~narketing,Legal, ethical, competitive, ec<>nornic, alld technological f,ictors as they affect proiluct, price, pro~iiotion,and ilistrihution decisions, 6-9:30 [ J . I ~ . 7; TI1 0111 Mclill 16 Gresczyk This course exalltines l1~11iia11 diversity and l u ~ ~ u a n relations. It fillfills the Education Department lu~rnanrelntio~~s and Minnesota A~ncricanIn~lian requirement5 and 1s an uption within the licensure program. 6-9:30 M, W St~cl-dnr/~ I MKT 3 5 7 3 E D C 4801580-S Advertising School and Society An introducti<~nto print, hroaclcast, nnd Wehbasecl ad\'e~.tisingand promotion as impcxtant Emphasis on pcrints of view about the ~ u l eof school in modern society, relationships with elements in moJern marketing anll parents and community collabnratix moilels, Erickson conumunicati~,ns.This course combines clnssroc)ni Imderal~ip,and pmfeasional dc\,elopment. Serves as and Iia~~ds-on Icarning toc~ls. final thco~,eticalpreparation for stu<Ient teaching, (Prerecl.: PPST and ad~nissionto the Education 6-9:30 [J,III, M, W Old Mail1 16 Depxrt~itent) rn CHM 1 0 0 3 Chemistry for Changing Times Perspective/Skill/LAF: Social World Perspecti\,e; Writrng Sk~ll Gyberg 1:30-5 11.111, M, W S o e r d i ~ 1~ l ~ Tllis collrse intri>iluces baric chemistry concepts in I tlic context of lnumerous sc~encc-haseilissues i l l our everyday lives with tlie ~ o a of l s t ~ ~ i l e nhaving ts a I I St'enlnrp 206 15 1 session k I july II to august 1I SPE 4341534-T -... . I Eva~uatlon Staff Tlie s t ~ ~ [if d ystumiing,ci . knowledge and s of sti~dents're history and context of i s includes an inilepth : disabilities, as well as ;,>I,>";?biological, ather~n reading curric~ I; Clinical exper course is required and Jandlng l e p g d i s a b ~ ~ ~ t t e : ovide a critique of current philosophical Ins in the field. Students will also acquire d g e related to accessing information relevant field of learning disabilities. fi Itrly 5-8 8 a.m.-3 p.tn J~rly11-15 8 a.~n.-l~oon Sue,-."p (.)K-.-nntptrs site) - Swerdnrl, 202 -# Reading Clinical/Leadership Sel pearl ~ 1 study , ~ of effective lrndersl1i I professional clevelopmel,t strategies fc,r ~ l , ~ i v l c l l l ascl,ools ~ nl,cl districts, reading standads, state and federal reading legislation, and fiscal,buduerary operations. clinical portion will ~ncludeopportunities tu apply skills and knowledge of reading ~levelop~nent and instruction in a clinical setting with K-12 students. (Coreq.: EDC 508; Prereq.: EDC 505, EED 520, ESE 500, or consent uf instructor) Jlrly 18-A~rg. 2 8 U.III.-IIUOII AIL&1-5 8I - (off-cnml~trssite) I Learning Disabilities Staff This course will focus on the history and context of This includes a n in-depth leaning disabilities (LD). look at the origin of learning disabilities, as \\ell as various theoreticnl m~~clels (sociological, biological, psychological, cognitive, and behavioral) applied to understanding learning disahilities. The course will also provicle a critique of c t ~ r ~ e philosopluical nt p,sitions in tl,e stLldentswill also acqllire knowledye related to accessing infc~r~nation relevant to the field of learning disabilities. This course will teach students to identify, adapt, and imple~uentdevelopmentally appropriate instruction that support the learning nf students identified as having learning disabilities. The course will specifically focus on areas of reading, writing and listenin: co~npreluension,math, reasoning, and problelu-solviligskills. TIlele \"ill be a strong focus on the modifications i~n,olvedin tl~eseareas and the planning process invoh,ed. 6-9:30 p.m. M, W 6-9:30 0,nI. T; TI1 Strerdlup 202 EED 200-S Elementary Education Earth Science Stangl ~l~~~ course is designeclfor elelnentaryeducation majors and includes earth science "hands-on" inquiry based activities that model the teaching and learning process of scientific inquiry. Meets basic earth science subject matter statuclanls for initial licensure. Science 19 INS 2 2 5 3 ~ ~ to ~~l~~ Staff planning process invol\,ed. T; TI1 Kader ~ Perspecti\,e/Skill/LAF: Intercultural A\r,areness 1 6-9:30 p.;~t. M, W Old Maill 13 INS 3 4 2 3 River Politics Field Seminar Underhill-Cady Students in this course will learn first-halid about G S T 009-S the ecolo3, enviro~umentalissues, and political Cooperative Education Olson dynamics of the Mississippi River. Class will meet Cooperati\,e E~lucationis n work experience related uff-campus at locations a n ~ u n dthe Twin Cities, to n student's major/minor or career interests, b ~ ~ t along thc riwr and \\,atershed, exploring some of the nut clone for academic crejit. The goal is for remaining pockets of local wilderness ancl a \.ariety studelits to apply theory to practice in an apvrob-ed .fellvironl,,ental sites. students will work setting. Stuclcnts set len~~uing goals and with local activists and politicians \\,orking on riverevaluate their learning w ~ t hthe director of the related policy, and engage in an indivi~iunlfield Center fur Service, Work, and Learning. Satisfactory research project. The course i~ucludesan optiolial coml>leti~)n fillfills tlie Augshurg Experience (AE). fwr-day camping trip Uuly 22-25), tra\,eling by rowboat down tlie Mississippi River from tlie Twin am Cities to Lake Pepi~u. T; TI1 Swerdnrl~1 H I S 2491349-S (with A R T 24913493) This course will teach students to identify, adapt, and implement developmentally appropriate inst~.uctionthat support tlie learning of students identified as having learning disahilities. The course will specifically focus o n the areas of reading, writing a n d listening comprel,ensiol,, reasoning,a n d pn~ble~n-solving skills. Tlieue will be a strong focus o n the modifications involved in thcse areas nnd the 1 4 : 3 0 Dm. ~ Pe'~l-lecti\'e 6-9:30 11.l~ With Learlling ~ The course co\ers tlie ideological foundntions of Islam, its basic concepts and tenets, Islamic law (Sl~xiaah),Islamic econoulic and political systems, lSlarnic patterns of life' Suerdnip 2 0 Soerdrlr~202 SPE 4 3 4 1 5 3 4 3 Teaching Content Areas to Students M, W Staff -lpl#f SPE 4241524-T Etiology and OrisEL.. E D C 510-S 5:30-9 ~,III. 8 : ~ "o.m.-llooll --- Teaching Content Areas to Students W i t h Learning Disabilities Soerdr~rpI7 Designed Environment KimballIAnderson This coursc addresses the designed envim~uiient,tlie intentionally ilesignecl places in which we live. We will i~uvesti:ate architecture, In~udscapearchitectl~re, urban design, and urban Ilistory; class sessions consist almost exclusi\.ely of walking tours and site visits to prominent examples of clesign excellence. (Prcreil.: nune for 249; for 349: EN(; 111 and an art, history, or ~ ~ ~ v bs ta~n~ d i course) es Perspecti\,c/Skill/LAF: City or Aesthetics Perspective; Writing (HIS 349 only) 1 4 : 3 0 II.IIL. M, W Old Maill 18 I N S 495-S Topics: History of American Indian Education Weston The primary aim of this particular course is to help s t ~ ~ d e nfurther ts their knowleiige a111~~nderstanding of the Americ~nI~udianEducation Policies from colonla1 America to Zlstcentury America. A cr~tical examination of indigenous political, social, and educatio~ualdevelopments from the 19th tlirou~h21st celitl~rirswill provide infbrmation needed to ~~nclerstancl thc currcnt social, political, and especially the eciucational ;ttmosphere of the indigenous experience today. 6-9:30 p.111, 7; TI1 Sverdn~p20 d 4 -.- - 11 july F I LRTSIN LEADERSHIP! 4 L 5 6 0 (w Developing a Eural ~erspectiue ~ ~ Emphasizes increasing your ability to lead in culturally diverse contexts. Examines the rapidly changing den1 ling demographics. ess, conuitunication ~~~#rpersonal ! iviry#ation mplexity of the racial an n l c " ping are amolig the goals of the course Old Mar a II to august II m exponential ~nodels; especially of linear and exponential models. Grading will be based o n ql~izzesand exams. MAT 103 with grade of P or MPG2 and at k (Prereq.: i least one year of HC -'"-h--) 6-9:30 l'*ntn ASL ] --& Sign Language I1 a ashb brook Literature Review The purpose of this course is to c elop the abilily to construct a sound argument relatecl to leadership and to write an effective literature review. Students will learn how to classih and read research critically, how to analyze tlie arguments made in tlie literature, how to organlze and express their own ideas, how to map and analyze ideas and how to write a review. Since thc ultimate goal is to he ahle to create a compelling literature review, all activities build toward that goal. S t ~ ~ d e nwill t s devclop the ability to create an argument, synthesize literature, and create literat~~t-e reviews in their fields of interest. M, W tmining, ancl goal-setting. Lil~dell16 Law i n the United States Underhill-Cady An introduction to the \\.orkings o i the court system 7; W! Th in the Unitecl States, exa~niningthe concepts of Scirr~ce2 12 civil rigllts and civil liberties in tlie context of the war on terrol-ism, criminal nncl civil law, torts, I1 Kingsley racism and discrimination, 2nd environmental law. Aims to de\,elop four hasic skills: understanding. Pers~ective/Skill/LAF: Social World 1 or 2 Rrspecti\,e; LAF in Social and Uehavioral Science speaking, reading, and writing of elementary Spanish, introduction to tlie cultnre of the Spanish- 6-9:30 11.tn. speaking world. 7; W TI1 King,lcy pea king, re.~ding,and writing of ele~ucntary Spanish, introcluction to the culture of the Spanislt~A ~\ ~~3 ~ , perSllcctive; ~~d~~~~ L~~~~~~~~ 2 7; \q TI1 resources that tlie Christian tradition, seen through tlie lens of vocation, brings to tlte search for meaning. Not accepted for credit for students who have taken REL 300. This course fi~lfillsthe AugCore Requirement. 8:30 r~.n~.-noort. T, Th Suerdn~p206 REL 200-S l ~ t ~~ ~~ ~~ 11 Bussert O\rerall course theme is "what \\.e believe matters." Explore Itow belief shapes biblical interpretat~on, cultural views and actions, and how beliefs can he challenges facing inuuijirants and ~tative-born Prereq.: REL 100 Americans, due to thosc changilig demographics. Im~rovedintercultural nwarcliess, co~nnu~nication 6-9:30 b.111, for tlte complexity of tlte racial and ethnic groupings ~~are[among ~ ~ thc gcrnls of the course. 6-9:30 Old Maill 26 biblical and theolo:ical culturally cliverse contexts. Examines thc rapidly changing demographics in the US., and looks at skills and interpersonal sensitiviry, a d appreciation speaking wol-Id. t Christian Vocation and the Search for Meaning Hale This intn>Juctorycourse will explore aome of the Search for Meaning Aoki E~uphasizesincreasing your ability to lead in Ailus to develop four basic skills: understanding, ~,IIL. Scier~ie108 Developing a Multicultural Perspective Old Mairt 16 Ueginni~lgSp.~r~isli I1 perSpective/skill/~~~: ~ M, W POL 421MAL 5 6 0 3 Perspective; Modern Language 2 6-8:30 Old Main 25 T, Th Christian Vocation and the Perspective/Skill/LAF: Intercultural Awareness 3 ~.III. 6-9:30 p,i11. REL 100-S P O L 170-S SPA 112-S 8:30-1 1 team development, leadersllip, psychological skills (Prereq.: PSY 102 or 105) T,WTh [age needed to comm~~nicate SPA 112.1' M A T 105-S signati~res,and chords. Also included are stanclartl musicnl terms, signs, and symbols. power, justice, rights, and freedom. Topics include Okl Mail1 10 Applied Algebra ~~i~~~ In this course \\*rwill explore a nunther of applications of algebra to the social and natural sciences, business, ancl everyday life. It's okay if you don't re~ilembermuch nlgehra; we'll review as we go! Specifically, in this course, you'll learn to: l~~idcrstand tlte concepts of variable, proportionality, and linenrim: make connections benvee~iverbal. numeric, geometric, and algebraic ways of looking at dcpenclcncies; use a scientific calculator; estimate and evaluate tlie reasonahleness ofanswers; use 2nd solve equations, especially of linear, cluadratic, and concepts applied to sports ancl enhancement of athletic performance. Topics include motivation, signing, and learn the facial Perspective; Modern Language 2 Beginning Spanish Conroy Foulidations of sports psychology. Psychological meter, intervals, major and ~nlinorscales, key 6-9:30 p.m. PerspectivdSkill/LAF: Intercultural Awareness 3 6-8:30 p,in Sports Psychology The course will include pitch and ~~liythm notation, Perspecti\.e/Skill/LAF:LAF in Fine Arts Mikkelson ~ v v ~ l ~ t to i o deaf n culture and the siglis and syntax of ASL. Sturlrnts observe the demonstration of signs, practice the1 PSY 2 6 3 3 Staff An introductory study of basic ele~nentsof music. clearly with deaf a,LLo in.ciu?>f-hearing people. Creating a Compelling 6-9:30 11.in. M U S 160-S Fundamentals of Music Scie~lcc108 I expressions and bc M A L 599-2 - - ~,III. M, W Old M d n 13 cleepcned by encounters with other faith traditions. 7; TH Old Moin 10 REL 2 2 1 3 Quanbeck, 11 Biblical Studies The origin, literary chnmcter, and trans~liissionof tlte hihlical clvcu~nents;the task of blblical interpretation, and tlte Itistory of Israel and the eniergence of tlie church. Not accepted fvr credit Fvr students who have taken REL 301 or 302. Perspective/Skill/LAF: Christian Faith I or 3 Perspective 1 4 : 3 0 p.i11. M, W Old Mail1 16 summer online june 27 to september 2 na, Slovenia, while studying rsity students. Learn pns in social work and Summer Online courses are available to W C , United, and Rochester students only (Day students are not eligible). These courses are delivered over the Internet to allow students maximum flexibility to organize their work. Students will need access to a personal computer with a browser and Internet connection. While students are required to log in to the course several times a week to participate in discussions and hand in work, they will not need to do this at specific times. Some classes may require occasional classroom meetings and these will be held during weekday evenings or weekends to accommodate work schedules. els for local ag s. For additional ~ n w ~ m a t i oren registration, travel schedule, tuition and fces contact the Center for Global Edurarinn at 612-330-1159. I E C O 113-L ART 240-L A r t History Survey Soderman-Olson Principles of Microeconomics Stein A survey of art of the Western uzorl~lfrom An introduction to microeconomics: the theory of prehistoric to modern times. Includes reading, the household, firm, niarket structures, and income distribution. Application of elementary economic research, viewing images, and visits to museums. Perspecti\re/Skill/LAF: Aesthetics or theory to market policy. May be taken independently Western Heritage Perspective; LAF in Fine Arts, of E C O 110 or 112. E C O 112 and 113 may be taken in either order. Critical Thinking (Prereq.: MPG 2) Perspective/Skill/LAF: Social Worlcl 1 or 2; LAF in Social and Behavioral Sciences C H M 100-L Chun~istryfor C l i a n ~ i n g'Time, R J i e Gyherg Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using ENG I1l-L exa~uplesprimarily from inorganic chemistry Does Effective Writing not count to\vard a chemistry major or minor nor En~pl'asis is o n exposition, including learning .. McCormick anolv, as . urereouisite for other chemistrv courses. , resenrch techniq~~es and writing critical reviews. (Prereq.: MPG 2) Attention is given to increasing s t ~ ~ d e n t s ' effectiveness in choosing, organizing, and dew lop in^: Perspecti\~dSkill/LAF:Natural World 2; LAF in Natural Science and Mathematics (non-lab) topics; thinking critically; ancl revising for clarity and style. A writing lab is provided for those nee~ling additional help. The minimum passing grade is 2.0. summer L online june 27 to oeptember 2 summer session application form POLITICAL SCIENCE POL 121-L Introduction t o P This course introd philosophical q u r s Ward students to typical s have certain kn American Governme ~dPolitics Hedblom Surveys major p; erican national (how we know, if we can government-incl~,,,... :ress, the presidency, and if there are universal lnoral the courts-as well as canipatgns.and elections, A f . principles, whether G o d exists, the nature of the federalism, interest groups, and political parties. mind, etc.), to philosophical vocabulary, and to ~ers~ectiv:)~kill/IA~: Social World 1 or 2; I A F in critical thinking and wh world philosophically. Perspective/Skill/IAF: Hunian Identity; Humanities PHI 120-L Ethics By studying our moral beliefs, 0.'- )s students consider the bases they use to make moral judgnients. T h e course explores major philosophical approaches to evaluating ~iioralactions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who receive credit for PHI 120 niay not receive credit for PHI 125. Perspecti\~e/Skill/IAF: Christian Faith 3; I A F in Humanities, Critical Thinking Summer Session applications are available online at: <www.augsburg.edu/enroll/registrar~thenclick on "Download Registrar Forms."
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Title: Master of Arts in Education (MAE) Catalog, 2005
Collection: Course Catalogs
Search Result: "If we are not for our children, who shall we be for?" -Paul Wellstone TABLE OF CONTENTS Welcome ... .............. ... . ... ....... . ..... .... .. .... .... 1 Education Department ..... . .. . .. ........ . .. . ... . ............ .2 Introduction ..... . .... . .. .... . ............ .....
Show more "If we are not for our children, who shall we be for?" -Paul Wellstone TABLE OF CONTENTS Welcome ... .............. ... . ... ....... . ..... .... .. .... .... 1 Education Department ..... . .. . .. ........ . .. . ... . ............ .2 Introduction ..... . .... . .. .... . ............ ... ..... .. . ...... .3 Elementary Education ..... .. ................ . . . ...... ........ 5 Secondary Education .... .. ............... .. .. . . .............. 6 Special Education . . ... . .. . . .......... . . . ...... ... . .... . ...... 7 Reading Endorsement .. . .. ............................... . .. .9 Student Teaching .... . .... ... . ... . ... . ........ . .....•... . .... 9 Graduate Degree Completion ........ .. .. ...................... 10 Course Descriptions ... ... .. .................. . . . ..... . ...... 12 Admissions Requirements .. .............. . .. . . . .... . .. . ...... 18 International Applicants .... . . .. . ............................. 19 Academic Policies ......... .. .... ............ .... . . . . .. . ... . .20 Fee and Payment Information . . .. ... . .. . ...................... 23 Financial Aid ........ . . . . ............................ . ..... 25 About Augsburg .. .... .... ............... . . .. . ........ . . . ... 27 MAE Faculty . .... . . .. . ... ............... .. .. . ... . . . . . ...... 28 Campus Maps ........ . ... ........................... back cover WELCOME TO THE AUGSBURG COLLEGE EDUCATION DEPARTMENT We are pleased that you are interested in the Master of Arts in Education (MAE) program, which offers teaching licensure within a master's degree. Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota. We know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals-and here's why. OUR PHILOSOPHY. The Education Department program theme-Teacher as developing professional from classroom decision-maker to educational leadersuggests the expectations we have that our students will leave our programs prepared to exercise leadership in the classroom and, eventually, the institution. Our department mission statement goes beyond leadership to also lay out our expectations for fostering "student learning and well-being by being knowledgeable in content, being competent in pedagogy, being ethical in practice, building relationships, embracing diversity, reflecting critically, and collaborating effectively. " Our urban setting provides yet another dimension to our programs through course content, field experiences, and classroom instructors. Our goal is that students leave our programs prepared to be knowledgeable, collaborative, capable beginning teachers who imbue their practice with ethics, tolerance, and compassion. OUR FACULTY. Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do . We value good teaching and, most especially, we value good teachers. OUR ACCESSIBILITY. We realize that though teaching is your dream, your reality likely includes work, family, and personal responsibilities. Because we understand the demands adult students face , we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. As a student in Augsburg's Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly qualified teacher-the teacher you can become. Vicki Olson, Ph.D. Program Director The Augsburg College Education Department commits itself to developing future educational leaders who foster student learning and well-being by being knowledgeable in content, being competent in pedagogy, being ethical in practice, building relationships, embracing diversity, reflecting critically, and collaborating effectively. PROGRAM THEME Teacher as developing professional, from competent classroom decision-maker to educational leader. PROGRAM DIMENSIONS What we do-concepts and strategies of teaching (being competent in pedagogy; building relationships) I How to assess and evaluate student ability and performance (MSEP 8: Assessment). I How to plan instruction to meet student needs (MSEP 7: Planning Instruction) I How to implement instruction to promote student learning (MSEP 4: Instructional Strategies) I How to manage children and classroom life effectively (MSEP 5: Learning Environment) I How to help students develop emotionally and socially (MSEP 2: Student Leaming; MSEP Standard 5: Learning Environment) I How to integrate technology and service learning into a learning environment. Who we teach-knowledge of children and youth (embracing diversity) I How students develop and learn (MSEP 2: Student Learning) I Similarities/differences across communities, cultures, learning styles, abilities, special needs , and lifestyles (MSEP 3: Diverse Learners) I Current issues affecting children and youth (MSEP 9: Reflection and Professional Development; MSEP 10 Collaboration, Ethics, and Relationships) Where we work-contexts of schools (collaborating effectively; being knowledgeable in content) I Foundational knowledge of schools and education in the U.S. (MSEP 9: Reflection and Professional Development) I Collaboration and teaming skills (MSEP 10: Collaboration, Ethics, and Relationships) Who we are as individuals and teachers-personal stance and knowledge base (reflecting critically; being knowledgeable in content; being ethical in practice; developing future educational leaders) I Leadership skills (MSEP 9: Reflection and Professional Development; MSEP 10 Collaboration, Ethics, and Relationships) I I know and how I learn (MSEP 1: Subject Matter) I How I think: critically, creatively, ethically, reflectively (MSEP Subject Matter; MSEP 9: Reflection and Professional Development) I What I believe to be true about education and people; personal philosophy of education (MSEP 9: Reflection and Professional Development) I What I can do to develop as a professional (MSEP 9: Reflection and Professional Development) I How I communicate and understand the communication of others (MSEP 6: Communication: MS 10: Collaboration, Ethics, and Relationships) - I At Augsburg College you can pursue your dreams of becoming a teacher while continuing to work. We offer you an opportunity to earn your education licensure as a component of a Master of Arts in Education (MAE) degree through classes that primarily meet every other weekend and limited weekday evenings. Augsburg's MAE degree is flexible, for people who: I have a baccalaureate degree already and are seeking teaching licensure with an option to complete a master's degree; I are licensed teachers seeking a master's degree; I are seeking a master's degree in education without teaching licensure. Through weekend and weekday evening classes, students can earn licensure in: I Elementary education with a middle school specialty. Specialty areas in communication arts, math, and social studies are available through this program. The science specialty is available through a combination of weekday, weekday evening, and weekend courses. All education courses are available through weekend and weekday evening courses. I Secondary and K-12 education. Undergraduate majors in licensable content areas serve as the foundation for secondary and K-12 education licensure. These majors are evaluated by Augsburg's content area departments to determine remaining content area courses necessary for licensure. In general, a minimum of two courses within the licensure major must be completed at Augsburg. Social studies, art, and communication arts/literature are available entirely through weekend and weekday evening classes. Other licensure majors are offered primarily through weekday courses, including biology, chemistry, health education, mathematics, music education, physical education, physics, and theatre arts. All education courses are available through weekend and weekday evening courses. I Special education. Licensure areas in special education include emotional/behavioral disabilities and learning disabilities. These programs, designed primarily for people who have already earned a baccalaureate degree and now want a teaching license, are comprised of two distinct parts. First is the licensure component. If you are seeking licensure and qualify for admission into the MAE program, you can take a portion of the licensure courses at the graduate level. While these courses do not fulfill all MAE degree requirements, they form the core of the master's degree. Second is the graduate degree completion component. Between four to six licensure courses completed at the graduate level with a 3.0 or better cumulative GPA can be applied towards the MAE degree. Once licensure is achieved, you can continue to take graduate classes in education and leadership to complete the MAE degree. - Already licensed teachers can work towards the MAE degree through the following options: I Special education E/BD and LD I Reading licensure People seeking an education-related master's degree who do not want licensure can pursue an MAE degree, as well. These programs are made up of a core of graduate level education courses plus additional courses in leadership. Whether seeking licensure and/or a master's degree, this program allows you to change or enhance your career while fulfilling your family and professional commitments in the company of adults with similar goals. PROGRAM CONCEPTUAL FRAMEWORK Teacher leadership is the theme that threads through our graduate licensure and degree completion program. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities. ,. The leadership focus plays out in two ways. First, the additional work required in focuses on providing graduate students the chance to exercise leadership as well a: requirements. Second, in the degree completion component, students are required courses from our Master of Arts in Leadership (MAL) program. This provides the : aspects of leadership as part of their degree program. WEEKEND & EVENING WEEKEND, EVENING, & DAY Communication Arts Social Studies Mathematics Science ELEMENTARY SECONDARY & K-12 Art Communication Arts/Literature Social Studies Biology Chemistry Health Education Mathematics Music Physical Education Physics Theatre Arts/Dance SPECIAL EDUCATION - he graduate versions of the "slash" courses extend their knowledge beyond the basic o include at least two graduate-level udents the chance to focus on some Emotional/Behavioral Disorders Learning Disabilities LICENSURE COMPONENT The K-6 elementary with a middle school specialty license allows you to teach in grades K-6 and in your specialty area of math, science, social studies, or language arts in middle school. Augsburg Weekend College offers this license to people who already hold a bachelor's degree and meet admissions requirements, as well as to people seeking a bachelor's degree. Licensure requirements are offered at undergraduate/ graduate level. That means classes will consist of both undergraduate and graduate students, with graduate students having additional course responsibilities. The graduate course numbers are taken at the 500 level. The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and between four and six may also be applied toward the master's degree in education. EDC 200/522 EDC 206/566 EDC 310/533 EDC 410/544 EDC 480/580 EED 320/520 Orientation to Education (1.0) * Diversity/Minnesota American Indians (1.0) Learning and Development (l.O) * Special Needs Learner (I.O) * School and Society (1.0) K-6 Methods: Reading (l.O) * To complete the license, you will also need to complete certain requirements at the undergraduate level: HPE ll5 Chemical Dependency (.5) EDC 220 Educational Technology (.5) EED 310 K-6 Methods: Health/PE (.5) EED 330 K-6 Methods: Children's Lit./Lit. Arts (1.0) K-6 Methods: Art (.25) EED 34 I EED 342 K-6 Methods: Mustic (.25) EED 350 K-6 Methods: Math (1.0)* EED 360 K-6 Methods: Science (l.O) EED 370 K-6 Methods: Social Studies (.5) EED 380 Kindergarten Methods (.5) * Middle School methods in specialty* (.5-1.5) Student Teaching (2.0) EED 48I,483 *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings are required prior to student teaching. Students spend approximately 20 hours per term in field experiences. UNDERGRADUATE LIBERAL ARTS REQUIREMENTS The number of supporting liberal arts courses required for licensure depends upon the courses taken previously as part of the bachelor's degree. Requirements are determined by: I Minnesota licensure standards for specific college level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. I Minnesota licensure standards in a specialty area for middle school. Subject area specialties are offered in language arts, social studies, math, and science. Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or better was achieved. The Education Department determines the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. In limited cases, life experience can be considered as a substitute for specific program requirements. In such cases students must provide significant evidence of competency in the affected standards. The College's Applicat~on of Prior Learning (APL) process is used as a framework. The Education Department determines what is accepted. - K-12 and 5-12 licensures in several content areas are offered in Weekend College through a combination of graduate and undergraduate coursework. Education requirements are offered primarily on a weekend schedule (along with a limited number of weekday evening courses) . Graduate-level licensure coursework is available to people who already hold a bachelor's degree and meet admissions criteria. The following majors are offered almost entirely through Weekend College: communication arts/literature, history or economics or psychology or sociology (all for social studies), studio art. The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and four to six may also be applied toward the master's degree in education. People seeking 5-12 licensure in social studies and biology, chemistry, or physics must complete a broad-based core of courses in their selected field in addition to the major. Previous coursework is accepted when appropriate. This is part of the evaluation of major coursework. EDC 200/522 EDC 206/566 EDC 310/533 EDC 410/544 EDC 480/580 ESE 300/500 Orientation to Education (1.0) * Diversity/Minnesota American Indians (1.0) Learning and Development (l.O) * Special Needs Learner (l.O) * School and Society (1.0) Reading and Writing in Content Area (l.O) To complete the license, students also will need to complete certain requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) ESE 325 Creating Learning Environments (l.O)* ESE 3XX K-12 or 5-12 Special Methods (1.0 -2.0)* ESE 481 , 483, 485 Student Teaching (2.0-3.0) *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings are required prior to student teaching. Students spend approximately 20 hours per term in field experiences. UNDERGRADUATE LIBERAL ARTS REQUIREMENTS The equivalent of a major in a content area is required for K-12 and 5-12 licensure. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Additional coursework tied to licensure standards is generally required. - The following majors are offered primarily or entirely through the weekday program: biology, chemistry, physics, health and physical education, theatre/dance, mathematics. LICENSURE COMPONENT Learning Disabilities Core There are two licensure options in the K-12 Special Education program: emotional/behavioral disabilities, and learning disabilities. Both of these programs qualify you to teach in special education programs and positions. Many students get licensure in both emotional/behavioral and learning disabilities. Students wishing to earn a Learning Disabilities licensure in addition to a Emotional/Behavioral licensure will take the above courses in the Emotional/Behavioral core, and two additional specialty courses. Emotional/Behavioral Disabilities Core SPE 434/534 The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six may also be applied toward the master's degree in education. EDC 200/522 EDC 206/566 EDC 310/533 EDC 410/544 EED 320/520 SPE 400/500 SPE 410/510 Orientation to Education (1.0) * Diversity/Minnesota American Indians (1.0) Learning and Development (1.0) * Special Needs Learner (1.0) * K-6 Methods: Reading (l.O)* Teaching Students with Emot./Behavioral Disabilities (1.0)** Implementing Assessment Strategies SPE 420/520 SPE 430/530 Planning, Design, and Delivery (1.0) ** Instructional and Behavioral Practices SPE 440/540 Parent and Professional Planning (1.0)** SPE 424/524 Etiology and Origins of Learning Disabilities (l.O)** Teaching Content Areas to Students with Learning Disabilities (1.0)** A student wishing to earn only a Learning Disabilities licensure would take all of the Emotional/Behaviorial Disabilities core class as well, with the exception of SPE 4 30/530 Instructional and Behavioral Practices. (1.0)** (1.0)** - To complete the license, students will also need to complete certain requirements at the undergraduate level: HPE 115 EDC 220 EED 330 EED 350 EED 360 Chemical Dependency (.5) Educational Technology (.5) K-6 Methods: Children's Lit.IL.Arts (1.0) K-6 Methods: Math (1.0)* K-6 Methods: Science (1.0)* Student Teaching (1.0-2.0) *10-20 hours of field experience are required as part of this course. Students currently working in schools can often use their school employment for their field experience. **These courses are taken during the internship year. A significant amount of contact with students labeled EBD or LD is required. The ideal situation for the internship year is to be working in a K-12 setting with these students. Students not currently employed in schools must be available for extensive volunteer field placements during the internship year. Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or better was achieved. The Education Department determines the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Eligibility To be eligible to apply to the Special Education program, students must: I have college credits, an associate degree, or degree and/or licensure in another field; and I be currently employed in a K-12 setting as a paraprofessional or licensed teacher; and/or I have experience working with students who are labeled with emotional, behavioral, or learning disabilities, as well as considerable time available for volunteer field placements. - Innovative Model This program is based on an internship model that allows coursework and experience to occur simultaneously In addition to student teaching, students must complete two 40-hour field placements where they will gain experience working with students from age groups different from their internship site. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and regular educators to facilitate inclusion of special education students into the regular education classroom. Augsburg College also offers a K-12 Reading Endorsement program. This endorsement has been established to provide teachers with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction. Candidates for this license will complete 4.5 credits of coursework that have been designed to meet the requirements established for this license by the Minnesota Board of Teaching. Students may use these courses to fulfill requirements for the Master of Arts in Education degree. These courses include: EED 520 K-6 Methods: Reading (LO)* ESE 500 Reading/Writing in the Content Areas (LO)* EDC 505 K-12 Literature in the Classroom (.5) EDC 508 K-12 Reading Assessment and Evaluation (LO) EDC 510 Clinical and Reading Program Leadership (LO) EED 320/520 and ESE 300/500 are offered to both undergraduate and graduate students. EED 320/520 is part of the elementary and special education initial licensure programs, and ESE 300/500 is part of the secondary initial licensure program. The rigor of the course is increased for those taking it at the graduate level. The following policies apply for licensed teachers seeking the reading endorsement: I Reading license candidates who have already received their initial teaching license and who are graduates of Augsburg College or completers of Augsburg licensure programs within the past seven years will not be required to retake the entire version of EED 520 or ESE 500. However, they will be expected to complete the requirement for the graduate portion of the course that they may have taken at the undergraduate level (EED 320 or ESE 300) within the context of a half-credit graduate level independent study. If the graduate level of the course was taken as part of the initial license (EED 520 or ESE 500) within the past seven years, students do not need to repeat it or do the independent study. I Reading license candidates who have already received their initial teaching license and who are graduate/completers of Augsburg College, but not within the past seven years, will be required to take EED 520 and/or ESE 500 at the graduate level. I Reading license candidates who have already received their initial teaching license and who are not graduates of Augsburg College will be expected to take EED 520 and ESE 500 at the graduate level as part of the endorsement program. STUDENT TEACHING All education students are required to complete student teaching in their content area. In the MAE program, student teaching is completed after the core education classes are completed, but before the master's completion electives and final project. Student teaching generally lasts for 12 weeks; however, it may vary slightly for some specific content areas. During that time, students work full time as student teachers and are supervised by an Augsburg faculty member. Students register for two credits of student teaching, and meet at Augsburg College for a student teaching seminar three times during the term. Most placements are in the Minneapolis/St. Paul metropolitan area. However, students do have the opportunity to teach abroad, where students do half of the student teaching experience in the metro area, and the remaining portion in another country. Opportunities to teach abroad are available around the world, and it is a wonderful opportunity to build a global perspective in education. - Students progress in graduate coursework during the licensure program. The licensure coursework forms the Master of Arts in Education core, with up to six Augsburg graduate-level licensure courses fulfilling the master's requirements. Declaration of Intent to Complete Students who have been admitted into the MAE program must formally declare their intent to complete the master's degree beyond licensure. This can be done any time during coursework, and up to one year after completing student teaching. Students have seven years to complete the degree after filing the intent to complete form The declaration of intent is made to the MAE program coordinator. Graduate-level courses in which a 3.0 or better is achieved will be accepted into the degree program. If a graduate course is graded 2.5 it can be accepted into the MAE degree completion program as long as the cumulative GPA remains at 3.0 or higher. A maximum of two courses at 2.5 can be used to complete the MAE degree. Students need nine graduate-level courses to complete the MAE. Between four and six courses can be drawn from the appropriate core; the remaining courses will be education or leadership requirements and electives. Once graduate-level students have declared their intent to complete the master's degree, they are eligible to take Master of Arts in Leadership and other education graduate courses. If education graduate courses are used as electives in the degree completion component, they must be drawn from a pool of education non-licensure courses offered at the graduate level. In most cases students will complete the licensure component prior to the graduate degree. The MAE program is also open to students seeking a master's degree without licensure. Students taking this path file Intent to Complete forms with the MAE program director prior to taking their first graduate-level course. The same GPA standards apply (3.0 or better on coursework) and the core of the graduate program is made up of four to six graduate-level licensure courses, plus the degree completion options outlined for those seeking licensure. The difference is that these students are not required to complete the undergraduate courses in education and liberal arts that are required for licensure. Graduate Degree Completion To earn a master's degree beyond the core of education classes, students will need to successfully complete a minimum of three additional graduate-level courses. They are: I A research methods course, typically ML 514 I An elective course, chosen from leadership-focused courses in the Master of Arts in Leadership (MAL) program (see page 11) I A research- or leadership-based final project Students bringing fewer than six graduate-level licensure courses into the degree program must complete additional leadership or education graduate courses to reach the total of nine required courses. - The research methods course will help prepare students to evaluate and document research for use in their final project or paper. In this course, both qualitative and quantitative research methods will be examined. The leadership elective courses allow students to examine issues of leadership at a personal or institutional level. The goal for the graduate degree completion component is to foster the development of teachers as leaders within the institution and community as is in line with our program theme and department mission statement. FINAL PROJECT OPTIONS Students have two options for fulfilling their Master of Arts in Education final project, which serves as the capstone of the master's program: a Leadership Application Project or action research. LEADERSHIP ELECTIVE OPTIONS The Leadership Application Project is a research-based study that links issues of leadership and education with the degree candidate's personal interests. The character of the project will vary with the nature of the investigation and the materials involved, but will always be application oriented. The central component of the Leadership Application Project is the demonstration of leadership ability through a concrete research-based project appropriate to the candidate's workplace or place of service. Students taking this option will register for EDC 585 Independent Study and work closely with a project adviser from Augsburg College. ML510 Visions of Leadership ML 511 Creativity and Problem-Solving ML 520 Self Identity, Values, and Personal The second option is action research in education. Action research is a collaborative, self-reflective research method designed to be used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of one's practice while improving the situation in which the practice is conducted. This option is composed of two half-credit courses taken in sequential terms. The first course, EDC 586, introduces students to action research, a form of research that simultaneously contributes to the practical concerns of people while furthering the goals of social science. The second course, EDC 587, is focused on collecting and analyzing data. It culminates in a symposium where students present their research in a public forum. Growth ML525 Personality and Systems Theories ML 530 Ethics in Communication ML 531 The Dynamics of Change ML 545 Decision Making and Leadership ML 550 Communication, Decision Making, and Technology ML 560 Developing a Multicultural Perspective ML 565 Women and Leadership - Many education courses in the Master of Arts in Education program are offered at both the undergraduate and graduate level. Both undergraduate and graduate students take courses together, with graduate students having additional responsibilities and expectations. Graduate courses are offered at the 500 level. All courses are 1.0 credit unless noted otherwise. EDC 410/544 The Special Needs Learner The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: PPST and admission to department or special permission of instructor) EDUCATION COURSES EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. (Undergraduate prereq.: ENG 111, sophomore standing) EDC 206/566 Diversity/Minnesota American Indians Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: PPST and admission to department) EDC 505 Literature in the Classroom (.5 course) This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. The study of student reading development, the knowledge and use of gathering and analyzing data of students' reading, and designing and applying appropriate reading curriculum based on this information. EDC 220 Educational Technology (.5 course) EDC 510 Clinical and Reading Program Leadership Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. The study of effective leadership and professional development strategies for individual schools and school districts, reading standards, state and federal reading legislation, and fiscal and budgetary operations. The focused implementation of knowledge and skills gained in reading licensure coursework. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) - EDC 480/580 School and Society The study and use of literature in the K-12 classroom. EDC 508 K-12 Reading Assessment and Evaluation ELEMENTARY EDUCATION COURSES EEO 310 K-6 Methods: Health/Physical Education (.5 course) Examination and preparation of materials and resources for physical education and health at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EEO 320/520 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience. (Prereq.: PPST and admissions to department) EEO 330 K-6 Methods: Language Arts/Children's Literature Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EEO 331 Middle School Methods: Communication Arts/Literature-Writing (.5 course) Introduction to the teaching of writing at the middle school level. (Prereq.: PPST and admission to department) EEO 341 K-6: Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EEO 342 K-6: Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EEO 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EEO 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EEO 370 K-6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EEO 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: PPST and admission to department) EEO 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of licensure program and program portfolio. - SECONDARY EDUCATION COURSES ESE 340 5-12 Methods: Science ESE 300/500 Reading/Writing in the Content Areas Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. (Prereq.: PPST and admission to department) . •. ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 310 5-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) ESE 320 5-12 Methods: Theatre/Dance Introduction to the teaching of theatre and dance in schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to the department) ESE 330 5-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) - ESE 350 5-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Required for elementary concentration in communication arts/literature and for communication arts/literature license. Fieldwork experience. (Prereq.: PPST and admission to department. NOTE: Students seeking 5-12 communication arts/literature license do not need to take ESE 300.) ESE 351 5-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) ESE 352 5-12 Methods: Media Literacy (.5 course) Introduction to the teaching of media literacy in middle school and high school. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience.(Prereq.: PPST and admission to department) ESE 370 K-12 Methods: Music SPE 420/520 Planning, Design, and Delivery Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department) This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST and admission to the department) ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Occurs upon satisfactory completion of licensure program and program portfolio. SPECIAL EDUCATION COURSES SPE 315 Critical Issues: Special Education Seminar (.5) This course is designed to support students seeking special education licensure throughout their internship year. Issues related to special education and their specific settings are the focus of the course. The department portfolio is completed as a part of this course. SPE 400/500 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq: PPST and admission to the department) SPE 410/510 Implementing Assessment Strategies This course examines the assessment process from the prereferral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: PPST and admission to the department) SPE 424/524 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities, which includes the medical and sociological aspects specific to learning disabilities. It will also teach students how to access information relevant to the field. SPE 430/530 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD . It emphasizes the use of reflective, pro-active, and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning, and functional assessment. (Prereq: PPST and admission to the department) SPE 434/534 Teaching Content Areas to Students with Learning Disabilities This course will teach students how to identify, adapt, and implement developmentally appropriate instruction and strategies that support the learning of students identified as having learning disabilities. The specific focus will be on the areas of reading, writing, and listening comprehension; and math, reasoning, and problem solving skills. SPE 440/540 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. (Prereq: ENG 111, PPST and admission to department). - GRADUATE-LEVEL RESEARCH REQUIREMENTDEGREE COMPLETION ML 514 Research Methods Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. ML 530 Ethics in Communication Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. GRADUATE-LEVEL ELECTIVES At least one elective must be taken from the following Master of Arts in Leadership courses. ML 510 Visions of Leadership: A Historical and Literary Journey Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. ML 511 Creativity and the Problem-Solving Process Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative world-view. ML 520 Self-Identity, Values, and Personal Growth Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors that influence the development of self-identity and personal values; and the effect of personal values of learning and leadership strategies. ML 525 Personality and Systems Theories - Study of leadership in the dual context of personality theory and systems theory. Contributions of Jung, Fromm, Maslow, May, and others to personality theory are considered as are the systems' theories of von Bertalanffy and Bateson. The theories are applied to the concrete realities of leadership in a variety of settings. ML 531 The Dynamics of Change This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The course explores these various perspectives, including areas of conflict and opportunities for leadership in social and organizational change. Sociological, human development, and economic theories are applied to contemporary public and private sector issues for social change. ML 545 Decision Making and Leadership Review of the decision-making process-the setting, goals, and contingencies-as it affects leaders and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present-their intentions, consequences, arguments, explanations, and justification. ML 550 Communication, Decision Making, and Technology Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these technologies. Students examine how they can engage and manage these processes in their organizations. concrete project appropriate to the candidate's workplace or place of service. EDC 586 Action Research in Education (.5 course) This course will introduce students to action research, a form of research that simultaneously contributes to the practical concerns of people while furthering the goals of social science. It requires active self-reflective inquiry and collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of one's practice while improving the situation in which the practice is conducted. This is the first of a two-trimester course. ML 560 Developing a Multicultural Perspective EDC 587 Action Research (.5 course) This course focuses on the ability to function and lead in culturally diverse contexts within the U.S. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. The second term of this course involves intensive data analysis, writing, and sharing of the degree candidate's research. It requires active self-reflective inquiry and collaboration. The trimester will culminate with a symposium in which student work will be presented in a public forum. ML 565 Women and Leadership A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. MAE FINAL PROJECT OPTIONS EDC 585 Leadership Application Project The Leadership Application Project is a research-based study that links issues of leadership and education with the degree candidate's personal interests. The character of the project will vary with the nature of the investigation and the materials involved, but will always be application oriented. The central component of the Leadership Application Project is the demonstration of leadership ability through a - Admission into the Master of Arts in Education program is a two-step process: admission into Augsburg College Graduate Studies, and admission into the Education Department. AUGSBURG GRADUATE ADMISSION Immediate graduate admission requires applicants to hold a baccalaureate degree from an accredited four-year college or university with a minimum undergraduate cumulative grade point average of 3.0 (on a scale of A= 4.0). Any graduate courses taken will also be factored into the cumulative grade point average. However, if an applicant holds a graduate degree with at least a 3.0 grade point average, he or she is waived from holding a minimum undergraduate cumulative grade point average . ·.· . Applicants with cumulative grade point averages between 2.5 - 3.0 will be admitted to the undergraduate-level licensure program until they achieve a 3.0 or better in 2.0 courses at Augsburg College. Decisions about admission to the program will be made on an individual basis by the Education Department Admissions Committee. Admissions are handled on a rolling basis, with students being admitted at the beginning of the fall, winter, and spring terms. To apply to the College, the following materials must be submitted to the Office of Graduate Admissions: I Completed application form I $35 non-refundable application fee I A one-to-three page statement about the applicant's teaching aspirations I Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred I Official transcripts from all graduate institutions attended, listing all courses taken and degree(s) conferred, if any. EDUCATION DEPARTMENT ADMISSION Once accepted into the College, students may take lower division courses in education and required content areas. Prior to taking the upper division courses, students must be admitted to the Education Department. In order to be accepted into the Education Department, students must take the PreProfessional Skills Test (PPST), have the required cumulative grade point average, and submit two letters of recommendation. - To obtain an Education Department admissions packet, go the Education Department office in Sverdrup Hall 11. Augsburg College encourages qualified applicants from other countries. See Admission Requirements for a description of the admission process and selection criteria. Application materials required for international applicants are: I Completed application form I $35 application fee (non-refundable) payable in U.S. dollars I A one-to-three page statement relating the applicant's career and life goals to leadership aspirations I Completed Declaration of Finances (see below for further information) I Official mark-sheets with certified translations from all undergraduate institutions attended listing all courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an evaluation center I Official mark-sheets with certified translations from all graduate institutions attended listing all courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an evaluation center I Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 for the paper test, or 250 for the computer version Applicants may be asked to participate in an interview, in person or over the phone, with graduate program faculty and/or staff members. Students and their financial sponsor must complete a Declaration of Finances as part of the application for admission, along with appropriate certifications. In accordance with federal regulations, applicants seeking an F-1 student visa or J-1 exchange visitor visa must provide documentation to the school that they have financial resources adequate to cover all expenses for the duration of the program. Once a student has been accepted into the program, the appropriate school official will issue the student an 1-20 (if seeking an F-1) or DS-2019 (if seeking aj-1). - EVALUATION STANDARDS Evaluation of academic performance in the MAE program will be based on number grades using a 4.0 point scale and as defined below. Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being graded on PIN basis. In order to receive a grade of P, a student must achieve at least a grade of 2.0. No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. 4.0 Achieves highest standards of excellence 3.5 3.0 Achieves above basic course standards 2.5 2.0 1.5 1.0 Achieves the minimum passing standard Performance below basic course standards 0.5 0.0 Unacceptable performance (no credit for the course) P Achieves at or above the 2.0 level (not computed in grade point average) N Does not meet minimum course standards (no credit and nonpunitive-not computed in grade point average) W Grade given when a student withdraws from a course after the deadline without notation on the record An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that apply to course completion. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term. If the work is not completed by the specified date of the following academic term, the grade for the course becomes a 0.0. ATTENDANCE POLICY Attendance is highly important and should be considered a responsibility, not only to one's self, but to one's classmates and course instructor. - ACADEMIC PROBATION AND DISMISSAL POLICIES Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition successfully with the MAE program director before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program by the MAE program director. Students may also be dismissed by the MAE program director for behavior detrimental to the program, such as a gross violation of college policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. CREDIT FOR PRIOR EDUCATION Students may petition the MAE program director for approval of any variation in the curriculum including the transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from accredited colleges and universities, whose course content is comparable to those in the MAE program. No more than two courses will be accepted for transfer credit. CREDIT AND CONTACT HOURS Each full-credit graduate course is the equivalent of four semester credits or six quarter credits. Students meet in class a total of 28 hours and are responsible for a significant amount of individual study and preparation. LAST DAY TO WITHDRAW FROM CLASS The last date on which students may withdraw from a class and receive a "W" on their records is published annually in the Weekend College class schedule and on the Weekend College Web site <www.augsburg.edu/weccurrent> and on the registrar's Web page at <www.augsburg.edu/enroll/registrar>. - FEDERAL PERKINS LOAN PROGRAM A joint Augsburg College-federally funded program administered through the College for students who demonstrate financial eligibility. A signed a promissory note is required per term after which funds are credited to the student account. Awards are made based on available funds. Borrowing Limits: You may borrow up to $6,000 per year as a graduate student with a $40,000 aggregate maximum. Interest and Repayment: Simple interest of 5% and repayment of principal begin nine months after you graduate or leave school. Partial or total loan cancellation privileges exist for certain types of teaching, disability and, in certain circumstances, military service. Deferments: No interest accrues nor do payments need to be made at any time you are enrolled at least half time or for serving three years in the military, Peace Corps, or VISTA. Contact the Enrollment Center if you think you are eligible for a deferment. SELF (Student Educational Loan Fund) The SELF is administered through the Minnesota Higher Education Services Offices. Applications are available from the Enrollment Center and should be completed by the borrower and co-signer and returned to the Enrollment Center for further processing. Loan proceeds are released through eiectronic funds transfer. Borrowing Limits: Graduate students may borrow up to $9,000 per year minus any other student loan indebtedness. Maximum graduate borrowing cannot exceed $40,000 including undergraduate. The minimum annual loan is $500. Interest and Repayment: The interest rate is variable. Interest payments begin 90 days after the loan is disbursed and continue quarterly thereafter while the student is enrolled. Principal payments begin in the 13th month after you leave school. Deferments: There are no deferments. Contact the Minnesota Higher Education Services Office regarding special circumstances and repayment. TO APPLY FOR FINANCIAL AID Financial aid application materials are available at <www.augsburg.edu/enrolb. Applicants must be admitted to Augsburg as regular students or be returning students in good academic standing. The financial aid application will be processed when the following documents are received: 1) The Free Application for Federal Student Aid (FAFSA) or the renewal FAFSA. Apply online at <www.fafsa.ed.gov>. 2) Federal income tax return(s) . 3) Verification worksheet. Obtain a copy at <www.augsburg.edu/enrolb and return it to the Enrollment Center. FOR FURTHER INFORMATION, CONTACT Enrollment Center 612-330-1046, 1-800-458-1721, enroll@augsburg.edu, or <www.augsburg.edu/enrolb. ABOUT AUGSBURG HISTORY Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869 in Marshall, Wisconsin, and moved to Minneapolis in 1872. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 155 parks in the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-Fairview University Medical Centerare adjacent to Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away. ACCESS I Bl LITY Augsburg College has made a major effort to become one of the most accessible campuses in the region. Skyways, tunnels, and elevators provide accessible connections among major buildings-student housing towers, the Christensen Center, main academic and administrative halls, the library, and the music building. In addition, there are programs for students with learning, physical, and psychiatric disabilities. CHURCH AFFILIATION Augsburg is a college of the Evangelical Lutheran Church in America. It has a diverse community with many strong religious traditions represented among the students, faculty, and staff, including Lutheran, Protestant, Roman Catholic, Jewish, American Indian spirituality and thought, Buddhist, and Islamic faiths. NON-DISCRIMINATION POLICY Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 22Il Riverside Avenue, Minneapolis, MN 55454, or 612-330-1023. \ - MASTER OF ARTS IN EDUCATION FACULTY JOY E. BARTLETT, Assistant Professor MARY BETH KELLY, Instructor, part-time B.A., West Virginia State College; M.A., University of Minnesota. B.S., University of Wisconsin; M.Ed., Bethel College. WILLIAM P. BIERDEN, Instructor, part-time B.S., Southwest State University; M.S., Mankato State University; Ed.D., University of St. Thomas. CAROL KNICKER, Assistant Professor B.S., M.S., Mankato State University. CHRIS BROWN, Instructor LYNN E. LIN DOW, Assistant Professor B.S., Bemidji State University; M.Ed., University of Sydney, Sydney, Australia. B.S., Mankato State University; M.S., North Dakota State University; Ph.D., University of Minnesota. JOSEPH A. ERICKSON, Professor PATSY H. MOGUSH, Instructor, part-time B.A., University of St. Thomas; M.A., Luther Seminary; Ph.D., University of Minnesota. B.A., .B.S., University of Minnesota; M.A., University of St. Thomas; Ph.D., University of Minnesota. JEANINE A. GREGOIRE, Assistant Professor SUSAN E. O'CONNOR, Associate Professor B.S., M.A., Ph.D., University of Minnesota. B.S., University of Minnesota; M.S., Ph.D., Syracuse University. RICHARD A. GRESCZYK, Instructor, part-time VICKI L. OLSON, Associate Professor, Dept. Chair B.S., M.Ed., University of Minnesota. B.S., M.A., Ph.D., University of Minnesota. LISA L. HYLAND, Instructor, part-time B.S., M.S., University of Wisconsin. B.A., M.A., University of St. Thomas. RICHARD W. PEARL, Instructor, part-time GRETCHEN K. IRVINE, Assistant Professor RONALD W. PETRICH, Assistant Professor B.A., College of St. Teresa; M.S., University of WisconsinRiver Falls; Ph.D., University of Minnesota. B.A., Augsburg College; M.A., United Theological Seminary. MARY J. JACOBSON, Assistant Professor B.S., University of North Dakota; M.A.Ed., Ed.D., Hamline University. DEBORAH D. KATZ, Instructor, part-time A.B., Stanford University; Ed.M., Harvard Graduate School of Education; Ed.D., National-Louis University. LINDA L. STEVENS, Assistant Professor B.A., University of Northern Colorado; M.A., Mankato State University; Ph.D., University of Minnesota. BARBARA A. WEST, Instructor/Director of Student Teaching Placement and Licensing B.S., St. Cloud State University; M.S., Syracuse University. ANNE M. KAUFMAN, Associate Professor B.S., M.A., Ph.D., University of Minnesota . - .A-UGSBURG C 0 L L E G E Transforming Education AUGSBURG LOCATION MAP AUGSBURG CAMPUS MAP 6th Street S. Master of Arts in Education Admissions office Visitor Parking Augsburg campus buildings Student /Staff Parking I\) g ::r ~ ::J c <D fll Butler Place ~Interstate 94 West Interstate 94 East ~ '·
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Title: Master of Arts in Nursing (MAN) Catalog, 2005
Collection: Course Catalogs
Search Result: .' TABLE OF CONTENTS Welcon1e . . ... ... ... ........ . . ... . ... ...... ... . . . .. ....... . . 1 Transcultural Nursing in Community .... . . ...... ... . .. . . . ... . .. .2 Transformational Leadership and Management ..... . .... .......... .3 Thesis or Graduate Project ...............
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TABLE OF CONTENTS Welcon1e . . ... ... ... ........ . . ... . ... ...... ... . . . .. ....... . . 1 Transcultural Nursing in Community .... . . ...... ... . .. . . . ... . .. .2 Transformational Leadership and Management ..... . .... .......... .3 Thesis or Graduate Project ................ . . ......•.. . . ... . .. . .4 Practica .................... . .......... .............. . ...... 5 Study Abroad Opportunities ............... .. ... ... . .... . ...... 5 Course Descriptions ............. . ...... .. .. .... .... .. ........ 6 Admissions Requirements and Procedures .... .. .. .. . ............ 10 International Applicants .................... . . . ..... ... . ..... . 11 Academic Policies ....................... .. .................. 12 Fee and Payment Information ... .... ...... ... . ... . ... ... .... .. 15 Financial Aid .......................... . . . . ....... ......... 17 About Augsburg . ... .................... .. . .......... . .. .. . . 19 MA Nursing Faculty .... . ..... . ........... . .. ..•.......... ... 20 Campus Maps ......................... ....... . ... . .. back cover WELCOME TO THE AUGSBURG COLLEGE NURSING DEPARTMENT We are proud of the opportunities, the diversity of experiences and the breadth of transcultural nursing knowledge you will encounter in the Master of Arts in Nursing program at Augsburg College. You will find faculty and staff available and eager to assist you in expanding your nursing practice and advancing your career while we explore together our understanding of what it means to live and practice nursing in a global society. Students entering the Master of Arts in Nursing come from diverse cultural, educational, and experiential backgrounds. While some master's degree candidates enter directly from college, others are making mid-life career changes, and some are returning to college after raising a family. The career options in nursing are more variable and more rewarding than ever before. As our population ages and becomes increasingly diverse, nurses are challenged to respond with creativity and competence. The master's program prepares nurses for leadership across care settings, population groups, cultures, and care systems, with particular emphasis on addressing global and local health inequities. Graduates of our master's program are practicing in acute care, community and public health, nursing education, nursing administration, and in emerging care settings that are responsive to the needs of culturally diverse and underserved populations. Many of our graduates have created innovative practice and educational models that demonstrate interdisciplinary leadership and economically feasible solutions to health inequities within communities. Our curriculum invites persons into one of two tracks of study: Transcultural Nursing in Community or Transformational Nursing Leadership and Management. Both tracks encourage students to apply for advanced nursing certification through the American Nurses Credentialing Center (ANCC) or the Transcultural Nursing Society (TCNS). Students certified in Advanced Community Health Nursing are eligible to apply for Clinical Nurse Specialist (CNS) status through the Minnesota Board of Nursing. Courses are offered at the Augsburg campuses in Minneapolis and Rochester, Minnesota, and the program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). With its emphasis on nursing science and the liberal arts, the Master of Arts in Nursing fosters the development of values and skills essential for transcultural nursing leadership in contemporary society. Faculty and staff at Augsburg are receptive and committed to our students and to an educational process that equips you to transform your unique gifts and interests into personal and professional service in the world. Sincerely, Cheryl Leuning, Ph.D. Professor and Chair Department of Nursing The Transcultural Nursing in Community track in the Master of Arts in Nursing program was designed to prepare nurses for advanced population-focused practice in culturally diverse communities. The curriculum is grounded in nursing science, public health principles, themy-guided practice, and transcultural care. The program of study focuses on reaching populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the program provides rich alternative teaching and learning opportunities for graduate students locally and internationally This program prepares nurses to apply for certification in Transcultural Nursing through the International Transcultural Nursing Society Also, graduates of this track of the masters program will be eligible to apply to take the American Nurses Credentialing Center (ANCC) certification exam in Advanced Community Health Nursing. Students will take a total of 10 courses, plus a thesis or graduate project. Three courses form the Advanced Nursing Core, which all Master of Arts in Nursing students must take, and five additional courses make up the Transcultural Nursing in Community Track. ADVANCED NURSING CORE (THREE COURSES) NUR 505 Theoretical Foundations for Advanced Nursing Practice NUR 520 Research Methods in Nursing NUR 523 Theory, Research, and Practice Seminar TRANSCULTURAL NURSING IN COMMUNITY TRACK (FIVE COURSES) NUR 500 Transcultural Health Care NUR 503 Transcultural Health, Families, and the Life Cycle NUR 515 Managing Nursing Effectiveness within Care Systems OR NUR 541 The Politics of Health Care Two of the NUR 510 NUR 511 NUR 530 NUR 532 following courses: * Advanced Community Health Nursing I Advanced Community Health Nursing II The Power of Ritual and Ceremony for Transformation Transcultural Healing Practices ELECTIVES - Students choose two of the following graduate electives: (TWO COURSES) ECO 520 Economics of Health Care in a Global Community ML 510 Visions of Leadership Creativity and the Problem-Solving Process ML511 ML530 Ethics in Communication ML 531 The Dynamics of Change ML560 Developing a Multicultural Perspective Investigation of Multicultural Issues NUR 506 Nursing Leadership & Management Roles I ** NUR 507 Nursing Leadership &: Management Roles II ** NUR 530 The Power of Ritual and Ceremony for Transformation NUR 532 Transcultural Healing Practices THESIS OR GRADUATE PROJECT - Students are required to complete either a thesis or a graduate project: (ONE COURSE) NUR 525 Graduate Field Project NUR 535 Integrative Master's Thesis *Students seeking certification in Advanced Community Health Nursing from the American Nurses Credentialing Center (ANCC) must complete 500 hours of clinical practicum work and select NVR 510 and NVR 511; students seeking certification from the International Transcultural Nursing Society may select NVR 530 and NVR 532. Clinical practicum hours are integrated into several courses in the curriculum. - I **Augsburg College grants graduate credit for participation in the Nursing Leadership Academy (NLA) workshops provided through hospitals and healthcare systems. The credit can be applied to the Master of Arts in Nursing degree. The Transformational Leadership and Management track unites the liberal arts with nursing science and practice. This track is designed to develop nurse leaders who are analytical, articulate, and constructively critical and who will be able to cope with high-level healthcare delivery issues. Curricular emphasis is on interdisciplinary collaboration across care settings. Participation in nursing leadership practica and classroom dialogue provides opportunities for students to apply knowledge and gain experience partnering with diverse care providers, populations, and communities to address health inequities in creative and relevant ways. Specialty electives build on students' competencies and goals. Courses are offered by the Department of Nursing faculty as well as faculty teaching in the Master of Arts in Leadership and Master of Business Administration programs. Students will take a total of 10 courses, plus a thesis or graduate project. Three courses form the Advanced Nursing Core, which all Master of Arts in Nursing students must take, and five additional courses make up the Transformational Leadership and Management Track. ADVANCED NURSING CORE (THREE COURSES) NUR 505 NUR 520 NUR 523 Theoretical Foundations for Advanced Nursing Practice Research Methods in Nursing Theory, Research, and Practice Seminar TRANSFORMATIONAL NURSING LEADERSHIP TRACK (FIVE COURSES) * NUR 500 NUR 521 BUS 520 Transcultural Health Care Transformational Nursing Leadership Management of the Healthcare Organization Two of the following courses: ML ML ML ML 511 527 535 565 Creativity and the Problem-Solving Process Spirituality and Leadership in the Workplace Organizational Theory and Leadership Women and Leadership ELECTIVES - Students choose two of the following graduate electives: (TWO COURSES) ECO 520 ML510 ML511 ML530 ML 531 ML 560 NUR 506 NUR 507 NUR 530 NUR 532 Economics of Health Care in a Global Community Visions of Leadership Creativity and the Problem-Solving Process Ethics in Communication The Dynamics of Change Developing a Multicultural Perspective Investigation of Multicultural Issues Nursing Leadership & Management Roles I ** Nursing Leadership & Management Roles II ** The Power of Ritual and Ceremony for Transformation Transcultural Healing Practices THESIS OR GRADUATE PROJECT - Students are required to complete either a thesis or a graduate project: (ONE COURSE) NUR 525 NUR 535 Graduate Field Project Integrative Master's Thesis *The Transformational Leadership and Management track provides the academic background to apply for certification in Advanced Nursing Administration from the American Nurses Credentialing Center (ANCC). **Augsburg College grants graduate credit for participation in the Nursing Leadership Academy (NLA) workshops provided through hospitals and healthcare systems. The credit can be applied to the Master of Arts in Nursing degree. - Students have two options for fulfilling their Master of Arts in Nursing final project, which serves as the capstone of the master's program: a graduate field project, or an integrative master's thesis. The Graduate Field Project, NUR 525, is based on a selfselected issue relevant to transcultural community health nursing, or nursing leadership. The student will focus primarily on the application and integration of knowledge. Working with an adviser, the student will design and/or implement and evaluate a model of advanced practice nursing applied to solving a transcultural problem related to health inequities in a selected community, or a nursing leadership issue. The integrative thesis option, NUR 535, expands upon and/or extends theoretical foundations or concepts identified in transcultural nursing, community health nursing, and/or nursing leadership literature. The thesis project demonstrates the student's ability to do independent research involving the exposition of primary and secondary literature appropriate to the topic, the collection and analysis of empirical data, and the articulation of implications for advanced practice nursing. Students register for their final project, with their adviser's permission, near the end of the program. Students must complete all coursework and defend the project within one year after registration. After one year, students must pay a continuation fee of $350 per term in order to retain student status in the graduate program, including library privileges, AugNet access, and parking privileges. Please refer to the "Graduate Field Project or Integrative Thesis Procedures and Policies" booklet available in the Nursing Department for additional information. - Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students who complete the Transcultural Nursing in Community track will have enough practice hours to be eligible to apply to take the certification exam in Advanced Community Health Nursing through the American Nurses Credentialing Center. Practice experience with diverse populations will also provide students with the options to apply to take the certification exam in Transcultural Nursing. In this track students practice in nontraditional settings with persons underserved or excluded from mainstream health care. This practice emphasizes cultural diversity and health inequities across health care settings. Students in the Transformational Leadership and Management track will have practice experience in several courses with preceptors in leadership positions in a variety of care settings. A unique opportunity offered for practica at Augsburg is provided by the Augsburg Central Nursing Center. The Nursing Center provides services for persons struggling with poverty and homelessness in the city of Minneapolis. People from diverse backgrounds, who have health experiences grounded in wide-ranging cultural contexts, provide many opportunities for students to explore advanced nursing roles and new models and forms of practice. STUDY ABROAD OPPORTUNITIES The Nursing Department works closely with Augsburg's Center for Global Education in developing study abroad opportunities. Currently, four study abroad opportunities exist for student practicum experience. Annually, students may travel to Namibia in southwest Africa to spend three weeks exploring health and health care challenges within a rapidly developing country: Practical experience with nurses in a variety of care settings, meaningful dialogue with key resource persons, and critical reflection foster personal and professional growth. There are also week-long practica experiences on the Pine Ridge Indian reservation in South Dakota. In this experience, students live on the reservation and participate with public health nurses providing health services. Students also interact with tribal leaders and experience cultural events relevant to the Lakota people of Pine Ridge. Week-long experiences are available in Mexico and Guatemala on alternating years. Students explore the relationships of indigenous and Western health care, the connection between social justice and health, and interact with local indigenous healers. Students may apply these study abroad experiences to the practicum requirements for a variety of courses, including the thesis and graduate field project. - NUR 500 Transcultural Health Care NUR 510 Advanced Community Health Nursing I This course explores meanings and expressions of health, illness, caring, and healing transculturally. Focus is on understanding and developing professional competence in caring for individuals, families, groups, and communities with diverse cultural backgrounds. Culture is examined as a pervasive, determining "blueprint" for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed, and health destroying patterns of interaction, e.g., stereotyping, discrimination, and marginalization, are examined and submitted to moral and ethical reflection. (36 hours of practice experience) This course focuses on persons, families and groups living in relationship. Emphasis is on applying the core functions of community/public health - assessment, policy development and assurance. Principles of epidemiology, population demographics, and culture care are integrated into community-focused health care delivery models. Power structures within dominant social systems are analyzed and critiqued with regard to resource access and distribution among underserved populations. (72 hours of practice experience) NUR 503 Transcultural Health, Families, and the Life Cycle The major curriculum concepts of individuals, health, nursing, and society are developed further in this course as the function of individuals living in families and in communities is explored. Content about systems, communication, small group, and nursing theories, introduced earlier, is applied to family constellation. The influence of the multigenerational family is examined in terms of culture, belief system, roles, and healthcare patterns, values, and goals. Specific concepts related to values and culture are expanded and applied to the more complex social structures of traditional and nontraditional families as they interact in and with society. NUR 505 Theoretical Foundations for Advanced Nursing Practice This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge. (36 hours of practice experience) - NUR 511 Advanced Community Health Nursing II Emphasis is on the application of publidcommunity health theory and research in providing health care to populations and communities. Essential public health services are assessed for adequacy in meeting community health needs and addressing health goals. The impact of diversity, privilege, resource limits, and globalization add depth and reality to local and global community health concerns, patterns of health, suffering, and health care provisioning. Prerequisite: NUR 510. (72 hours of practice experience) NUR 515 Managing Nursing Effectiveness within Care Systems In planning and implementing nursing activities, healthcare organizations are considered subcultures of society, which entail particular issues of access and utilization for marginalized people. Strategies for negotiating structures of privilege and professional control will be explored. Working with marginalized populations, students will identify and support the agency or persons who are seeking help from these systems. Nursing action will focus on mediating subcultures of clients with the subculture of healthcare systems. Major emphasis will be placed on mutuality with clients in planning actions and evaluating outcomes. (72 hours of practice experience) NUR 520 Research Methods in Nursing Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research. (pre-requisite: a college-level statistics course) and dialogue, which includes professional experience of practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (72 hours of practice experience) NUR 525 Graduate Field Project This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. Working with a nursing faculty adviser, students design and/or implement and evaluate a theory-based model of advanced practice nursing. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged . Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. NUR 521 Transformative Nursing Leadership This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica. (72 hours of practice experience) NUR 523 Theory, Research, and Practice Seminar Through a combination of literature review and class discussion, conceptual models of nursing will be critiqued for their effectiveness, their relevance, and their substantiation. The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on the contribution to developing practice in transcultural community health care. Through reflection - NUR 530 The Power of Ritual and Ceremony for Transformation In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and ceremony being considered adjunctive to the scientific approach to healing. Students will have an opportunity to interact with persons who integrate ritual and ceremony into their lives and healthcare practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. NUR 532 Transcultural Healing Practices This course will introduce students to complementary healing practices including the historical and cultural contexts in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies. Selected complementary therapies are: music therapy, traditional Chinese medicine, mind-body healing, spiritual and faith practices, energy healing practices, movement therapies, homeopathy, manual therapies, and nutrition and nutritional supplements. NUR 535 Integrative Master's Thesis The integrative thesis expands upon or extends the theoretical foundations in the literature of Transcultural Nursing in Community or Transformational Leadership and Management. It demonstrates the student's ability to do independent research that integrates past and current literature appropriate to the topic, the collection and analysis of empirical data, and the articulation of implications for advanced nursing practice or leadership in nursing organizations. Students will defend the project to their selected graduate committee (comprised of the student's faculty adviser and two readers) and invited - guests. Plans for disseminating the report for public and professional use are encouraged. NUR 541 The Politics of Health Care This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the poor and powerless employ to gain access to healthcare resources. This course will include an optional study abroad experience in Guatemala. (72 hours of practice experience) BUS 520 Management of the Healthcare Organization This course provides an overview of the key organizational and behavioral concepts which underlie effective management practices in healthcare organizations. It addresses both the theory and practice of effective management. The course will emphasize the importance of addressing the expectations, needs, and performances of people in organizations, and recognizes the role of the internal, external, and global cultures that impact organizational structure, behavior, and change. ECO 520 Economics of Health Care in a Global Community At the end of the class, students will be better able to apply economic concepts to the health systems of both the United States and other parts of the world. The focus will be on the public policy aspects of the healthcare system, e.g., issues of access and cost. leaders in public and private domains and across cultures. The course explores these various perspectives, including areas of conflict and opportunities for leadership in social and organizational change. Sociological, human development, and economic theories are applied to contemporary public and private sector issues for social change. ML 510 Visions of Leadership: A Historical and Literary Journey Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. ML 535 Organizational Theory and Leadership In-depth exploration of organizational theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. ML 511 Creativity and the Problem-Solving Process Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview. ML 527 Spirituality and Leadership in the Workplace The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives. ML 530 Ethics in Communication Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. ML 531 The Dynamics of Change This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways of achieving well-being may be viewed differently by ML 560 Developing a Multicultural Perspective: Investigation of Multicultural Issues This course will enhance one's ability to lead and work more effectively with people of different cultural backgrounds through the study of diverse values, beliefs, and traditions within the global community. ML 565 Women and Leadership A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. - Applicants into the Master of Arts in Nursing program must hold a bachelor's degree in nursing from an accredited fouryear college or university, or must have an associate degree in nursing in addition to a bachelor's degree. Applicants must hold a cumulative GPA of 3.0 (on a scale of A= 4.0) in all previous college coursework, have experience as a registered nurse, and have professional liability insurance, and a current Minnesota nursing license. A college-level statistics course is required for progression in the program. Decisions about admission to the program will be made on an individual basis by the Graduate Admissions Committee. Admissions are handled on a rolling basis, with students being admitted at the beginning of the fall, winter, and spring terms. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: I Previous college record and GPA I Letters of recommendation I Professional experience I Written statement To apply, the following materials must be submitted to the Graduate Studies Admissions Office: I A completed application form I $35 nonrefundable application fee I A two- to three page-typed statement describing the applicant's professional and educational goals I Three letters of recommendation addressing the applicant's character and ability for graduate study (Two of these recommendations must be from professional colleagues.) I Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred I Official transcripts from all graduate institutions attended, listing all courses taken and degree(s) conferred, if any Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. - Augsburg College encourages qualified applicants from other countries. See Admissions Requirements for a description of the admission process, selection criteria, and work experience requirements. Application materials required for international applicants include the following: I A completed application form I $35 application fee (nonrefundable) payable in U.S. dollars I A two- to three-page typed statement describing the applicant's professional and educational goals I Completed Declaration of Finances (see below for further information) I Three letters of recommendation-in English-addressing the applicant's character and ability for graduate study. (Two of these recommendations must be from professional colleagues.) I Official mark-sheets with certified translations from all undergraduate institutions attended listing all courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an evaluation center I Official mark-sheets with certified translations from all graduate institutions attended listing all courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an evaluation center I Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 for the paper test, and a minimum score of 250 for the computer version. Applicants may be asked to participate in an interview, in person or over the phone, with graduate program faculty and/or staff members. DECLARATION OF FINANCES Students and their financial sponsors must complete a Declaration of Finances as part of the application for admission, along with appropriate certifications. In accordance with federal regulations, applicants seeking an F-1 student visa or J-1 exchange visitor visa must provide documentation to the school that they have financial resources adequate to cover all expenses for the duration of the program. Once a student has been accepted into the program, the appropriate school official will issue the student an 1-20 (if seeking an F-1) or DS-2019 (if seeking aj-1) . - EVALUATION STANDARDS Evaluation of academic performance in the Master of Arts in Nursing program will be based on number grades using a 4.0 point scale and as defined below. 4.0 Achieves highest standards of excellence 3.5 Achieves above basic course standards 3.0 Achieves basic course standards 2.5 Achieves the minimum passing standard 2.0 Unacceptable performance (no credit for the course) W Grade given when a student withdraws from a course after the deadline without notation on the record An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that apply to course completion. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term. If the work is not completed by the specified date of the following academic term, the grade for the course becomes a 0.0. ATTENDANCE POLICY Class attendance is expected and should be considered a responsibility; not only to one's self, but to one's classmates and course instructor. - ACADEMIC PROBATION AND DISMISSAL POLICIES Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of 2.0 or less in a course, the student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of 2.0 or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of college policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. CREDIT FOR PRIOR EDUCATION Students may petition the Master of Arts in Nursing faculty for approval of any variation in the curriculum including the transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from accredited colleges and universities, whose course content is comparable to those in the Master of Arts in Nursing program. No more than three courses will be accepted for transfer credit. CREDIT AND CONTACT HOURS Each full-credit graduate course is the equivalent of four semester credits or six quarter credits. Classes are scheduled to meet the needs of working adults, combining in-class and web-based components. Clinical practica opportunities are included in selected courses. LAST DAY TO WITHDRAW FROM CLASS The last date on which students may withdraw from a class and receive a "W" on their records is published annually in the Master of Arts in Nursing supplement. - STUDENT RIGHTS The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg College Catalog and the Student Guide. Students have a right to experience education without discrimination. The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice on the various rights accorded to students pursuant to FERPA. A copy of Augsburg's policy is published in the Augsburg College Catalog artd in the Student Guide distributed to students. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/ recommendation or nominate students for awards unless explicit written permission is given by the student to release non- "directory information." It is not sufficient to ask for letters of recommendation. ACCREDITATION AND AFFILIATIONS Students who successfully complete this program will receive a Master of Arts degree. Augsburg is accredited by The Higher Leaming Commission, North Central Association* and is a member of the Associated Colleges of the Twin Cities (ACTC) , Lutheran Education Council in North America, and the Minnesota Private College Council. The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). - Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution or employer. *The Higher Learning Commission, North Central Association 312-263-0456 or <www. ncahigherlearn ingcommission. org> Tuition is determined annually. A continuation fee is charged to students who do not complete their final project within a year. Clinical practicum fees are charged in addition to course tuition for study abroad practica. PAYMENT OPTIONS Various payment plans are available: 1) Payment in Full: Due after registration and before the beginning of the trimester. No finance charge or administrative fee. Late payment fee $25. Finance charge of 8% APR will apply toward any unpaid balance after the start of the term. 2) Payment Plan: Students may pay in installments, with payments due according to the payment schedule published for each term. By the first Extended Payment Plan due date, the students must pay one-half of the balance obtained by subtracting expected financial aid from the applicable term fee, in addition to any previous or past due balance. By the second Extended Payment Plan due date, the term fee (less any pending financial aid) must be paid in full. See Company Reimbursement below. There is a $50 non-refundable administrative fee for the Extended Payment Plan. 3) Employer Reimbursement: Full courses, or equivalent, that are employer reimbursed require a deposit of $100 per course reimbursed, with full payment due within 60 days after the end of the term. An application for Employer Reimbursement Payment Plan must be filed once each academic year. The student is responsible for payment if the employer does not pay for any reason. A finance charge of 8% APR will accrue on the deferred balance once the term has begun. Registration is permitted only if the student's account for a previous term is paid in full as agreed. Augsburg College will not release diplomas or academic transcripts until a student's account is paid in full. This also applies to student loans administered by the College (e.g., Perkins Student Loan). They must be current according to established repayment schedules. - REFUND SCHEDULE Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges except for the minimum charge of $100 to cover administrative costs. Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. [NOTE: Tuition refunds and financial aid adjustments are not necessarily made on a one-to-one basis. For example, you could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial consequences of making adjustments to your registration.] Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student's last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Please allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. For information about refunds and the refund schedule, see the Payment Information brochure or visit <www.augsburg.edu/enrolb. - A per-course tuition refund will be made on the following basis: I Through the first scheduled class meeting-100% of tuition (less a $100 administration fee if withdrawing from current term entirely). I Prior to the second scheduled class meeting80% of tuition. I Prior to the third scheduled class meeting60% of tuition. I Prior to the fourth scheduled class meeting40% of tuition. I No refund after the fourth scheduled class meeting. Financial assistance is available to degree-seeking students enrolled in the Master of Arts in Nursing program. Two full-credit courses per trimester are considered full time. One course is considered half-time enrollment. The Enrollment Center, 612-330-1046, or 1800-458-1721, or <www.augsburg.edu/enrolb, assists students in assessing financial aid eligibility and offers financial aid from available alternatives, including the following: EMPLOYER TUITION ASSISTANCE PROGRAMS Many companies, agencies, and corporations offer full or partial tuition assistance to employees who participate in work-related or degree-related college programs. Augsburg College offers a payment plan by which employees may handle tuition reimbursement. Students should contact the Enrollment Center to make payment arrangements using the employer reimbursement payment plan. BUREAU OF INDIAN AFFAIRS, TRIBAL, AND STATE INDIAN SCHOLARSHIPS American Indian students who meet federal, state, or tribal requirements may apply for these scholarships. Indian grants generally supplement other sources of financial aid. For assistance in application, please contact Augsburg's American Indian Student Services Program director at 612-330-1144 or your tribal agency. FEDERAL AND STATE AID PROGRAMS The Enrollment Center will determine each financial aid applicant's eligibility for federal and state financial aid programs. Interest Rates: The annually variable interest rate is capped at 8.25% and changes each July 1. For example, the interest rate from July 1, 2003 to June 30, 2004 is 3.42% for repayment. Repayment Terms: Repayment begins six months after you cease to be enrolled at least half time in an eligible program leading to a degree or certificate. Repayment may extend up to 10 years. Deferments: In most cases, deferments are granted for continued education, disability, and unemployment. Contact your lender if you think you are eligible for a deferment. FEDERAL STAFFORD LOAN PROGRAM TRAINEESHIPS Common Loan Provisions Borrowing Limits: Graduate students may borrow up to $18,500 per year with an aggregate of $138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or subsidized programs or a combination of both but cannot exceed the annual loan limits. Traineeship monies are available through a grant from the Bureau of Health Professions of the Department of Health and Human Services Health Resources and Services Administration. For information on traineeship availability, please contact the Nursing Department at 612-330-1209. - FEDERAL PERKINS LOAN PROGRAM A joint Augsburg College-federally funded program administered through the College for students who demonstrate financial eligibility. A signed a promissory note is required per term after which funds are credited to the student account. Awards are made based on available funds. Borrowing Limits: You may borrow up to $6,000 per year as a graduate student with a $40,000 aggregate maximum. Interest and Repayment: Simple interest of 5% and repayment of principal begin nine months after you graduate or leave school. Partial or total loan cancellation privileges exist for certain types of teaching, disability and, in certain circumstances, military service. Deferments: No interest accrues nor do payments need to be made at any time you are enrolled at least half time or for serving three years in the military, Peace Corps, or VISTA. Contact the Enrollment Center if you think you are eligible for a deferment. Borrowing Limits: Graduate students may borrow up to $9,000 per year minus any other student loan indebtedness. Maximum graduate borrowing cannot exceed $40,000 including undergraduate. The minimum annual loan is $500. Interest and Repayment: The interest rate is variable. Interest payments begin 90 days after the loan is disbursed and continue quarterly thereafter while the student is enrolled. Principal payments begin in the 13th month after you leave school. Deferments: There are no deferments. Contact the Minnesota Higher Education Services Office regarding special circumstances and repayment. - Alternative Loans: Many education loan options are available through private lenders. The Enrollment Center staff can assist students in understanding all of their financing options. TO APPLY FOR FINANCIAL AID Financial aid application materials are available at <www.augsburg.edu/enrolb. Applicants must be admitted to Augsburg as regular students or be returning students in good academic standing. The financial aid application will be processed when the following documents are received: 1) The Free Application for Federal Student Aid (FAFSA) or the renewal FAFSA. Apply online at <www.fafsa.ed.gov>. 2) Federal income tax return(s). 3) Verification worksheet. Obtain a copy at <www.augsburg.edu/enrolb and return it to the Enrollment Center. FOR FURTHER INFORMATION, CONTACT Enrollment Center 612-330-1046, 1-800-458-1721, enroll@augsburg.edu, or <www.augsburg.edu/enrolb. ABOUT AUGSBURG HISTORY Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869 in Marshall, Wisconsin, and moved to Minneapolis in 1872. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 155 parks in the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-Fairview University Medical Centerare adjacent to Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away. ACCESSIBILITY Augsburg College has made a major effort to become one of the most accessible campuses in the region. Skyways, tunnels, and elevators provide accessible connections among major buildings-student housing towers, the Christensen Center, main academic and administrative halls, the library, and the music building. In addition, there are programs for students with learning, physical, and psychiatric disabilities. I I CHURCH AFFILIATION Augsburg is a college of the Evangelical Lutheran Church in America. It has a diverse community with many strong religious traditions represented among the students, faculty, and staff, including Lutheran, Protestant, Roman Catholic, Jewish, American Indian spirituality and thought, Buddhist, and Islamic faiths. NON-DISCRIMINATION POLICY Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and students. e<'-- \ Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454, or 612-330-1023. - MASTER OF ARTS IN NURSING FACULTY FACULTY who teach in the Master or Arts in Nursing program are predominantly full-time senior faculty with doctorates or appropriate professional degrees. All of the program's faculty members have extensive experience in practice and in teaching adult learners. RUTH ENESTVEDT, Assistant Professor B.A. , St. Olaf College; M.S. , University of Minnesota; Ph.D., University of Minnesota. SUSAN M. HAGENESS, Adjunct Instructor B.S.N., St. Olaf College; M.A., St. Mary's University. LINDA HOLT, Adjunct Instructor B.S.N., University of Minnesota; M.S.N., University of Washington-Seattle; Certification in Transcultural Nursing, Augsburg College. KIA JAMES, Adjunct Instructor B.S.N., St. Olaf College; M.A. , University of Minnesota; Ed.D., University of Minnesota. CHERYL J. LEUNING, Professor, Department Chair B.A., Augustana College; M.S., University of Minnesota; Ph.D., University of Utah. SUSAN K. NASH, Associate Professor B.S.N ., University of Minnesota; M.S.N., University of Minnesota; Ed.D., University of Minnesota. LUANN P. WATSON, Adjunct Instructor B.S.N., Augsburg College; M.A.L. , Augsburg College. PAMELA J. WEISS, Associate Professor B.S.N., University of Nebraska; M.P.H., University of Minnesota; Ph.D., University of Minnesota. - hUGSBURG C 0 L L E G E Transforming Education AUGSBURG LOCATION MAP MINNEAPOLIS AND ROCHESTER Forest Lake Rochester Rochester MINNEAPOLIS CAMPUS MAP 6th Street S. Master of Arts in Nursing admissions office Visitor parking Augsburg campus buildings Student /staff parking • Butler Place ~Interstate 94 West Interstate 94 East ~
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Title: Master of Arts in Leadership (MAL) Catalog, 2005
Collection: Course Catalogs
Search Result: MASTER OF ARTS IN LEADERSHIP TABLE OF CONTENTS lntroduction-2 Leadership Development Model-3 Curriculum Design-4 Course Design-7 Admission Requirements-11 International Appl icants-12 Academic Policies-13 Fee and Payment lnformation-16 Financial Aid-1 7 About Augsburg-19 Leadership Studie...
Show more MASTER OF ARTS IN LEADERSHIP TABLE OF CONTENTS lntroduction-2 Leadership Development Model-3 Curriculum Design-4 Course Design-7 Admission Requirements-11 International Appl icants-12 Academic Policies-13 Fee and Payment lnformation-16 Financial Aid-1 7 About Augsburg-19 Leadership Studies Faculty-20 WELCOME TO THE AUGSBURG COLLEGE MASTER OF ARTS IN LEADERSHIP PROGRAM Dear Friend: Welcome to the Master of Arts in Leadership (MAL) program's catalog. Launched in 1987, the program has been a vital part of the Augsburg College curriculum ever since. The MAL program offers students an excellent opportunity to explore leadership within the context of the liberal arts. The program design broadens the skills and mindset you need to improve your leadership capabilities in your current and future positions, as well as in your life. The MAL program is taught by senior Augsburg faculty from a variety of disciplines. The faculty are committed to an interdisciplinary approach to leadership studies. Our students represent a wide array of occupations including business, health care, and the non-profit sector. This diverse learning community provides a rich environment for you to explore leadership beyond your own realm of expertise. Our program will help you develop skills you need to be an effective leader in an ever-changing world. I am frequently told by students that the program has changed their lives, has sharpened their understanding of themselves and others, and has opened doors that would otherwise have remained closed. To learn even more about the program, please visit our Web site at <www.augsburg.edu/mal>. I would be happy to help you determine how Augsburg's Master of Arts in Leadership program may benefit you. You may contact me via e-mail at <noonan@augsburg.edu> or by telephone at 612-330-1198. I look forward to seeing you on campus soon! Cordially, Norma C. Noonan, Ph.D. Director, M.A. in Leadership Program - The Master of Arts in Leadership (MAL) is the core program of Augsburg's Center for Leadership Studies (CLS). The MAL program, which was launched in 1987, responds Lo the leadership development needs of both for-profit and not-for-profit organizations. While different in structure and purpose, most organizations seek leaders with the following qualities: a vision that is ethically and morally responsible, extending beyond immediate concerns; an understanding of how change occurs and affects the immediate environment; a sensitivity to the complex problems organizations face and an ability to achieve solutions consistent with an organization's mission; the ability to motivate and inspire individuals and groups to work toward a common goal; and the ability to effectively represent the organization both internally and externally. The MAL program provides a means by which individuals may discover and refine these and other abilities fundamental to effective leadership. Leadership studies is a growing field in American higher education, and the MAL program has significantly developed and modified its curriculum in response to new trends in the field . The program has a deep theoretical base in leadership studies yet attempts also to offer its students practical approaches to leadership that can be applied in the workplace and society. ACCOMMODATING THE FULL-TIME WORK SCHEDULE Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study. Most courses are organized as seminars with the opportunity for discussion and dialogue. During the academic year, classes meet on alternate Saturdays for four hours. A few courses are taught by the immersion model, which has fewer sessions but longer meeting times. Most courses incorporate some online work into their agenda. MAL students may take up to seven courses during the calendar year; with that schedule it is possible to complete the degree within two years. COMMUNITY OF LEARNERS Essential to the goals of the MAL program is participation in a community of learners gathered on the Augsburg campus. This community is enriched by the students, who have a variety of work and life experiences. To facilitate community interaction, students are encouraged to make use of the Augsburg library, computer labs, and Christensen Center. The Center for Leadership Studies also offers special colloquia and seminars each year to supplement and complement the course work of the master's program. A SAMPLE CLASS SCHEDULE IN THE MAL PROGRAM PERIOD I Saturday 8:00 a.m. to 12:00 noon PERIOD II Saturday 1:00 p.m. to 5:00 p.m. Note: Each class taken commits a student to either Period I or Period II, an average of two meetings a month. A Jew courses are taught on an immersion model which features fewer but longer sessions. Augsburg College has two summer sessions. The MAL program usually offers at least two classes during the summer; the courses are five weeks in duration, meeting normally two nights a week, except for special immersion courses. LEADERSHIP DEVELOPMENT MODEL-AUGSBURG COLLEGE The MAL program promotes leadership as a process that 1) inspires cooperation among people who must compete for limited resources , 2) promotes productivity within and beyond the organization, and 3) works toward progress for the individual and the organization. To accomplish this , individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined in the Leadership Development Model, that serve as specific outcomes for the MAL program. Augsburg's model of leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual. Leadership Orientation Toward Action Sense of Vision Ethical • Social awareness • Environmental awareness • Tolerance of religious and philosophical differences • Appreciation of situational complexity Creative • • • • Long-term perspective Flexibility Adaptability Innovativeness Facility for Persuasion Communicative • • • • • • Risk Assumptive • Curiosity • Achievement motivation • Self-esteem Effective listener Effective speaker Effective writer Diplomatic ability Effective team member Interpersonal sensitivity Culturally Aware • Appreciation for cultural differences • World-view perspective • Tolerance of individual differences Decisive • • • • • Self-confidence Analytical ability Ability to think critically Understanding of research Ability to manage conflict - Augsburg uses a course system rather than a credit system in its curriculum. An Augsburg course is equivalent to four semester credits or six quarter credits. Each course normally includes two or more liberal arts disciplines, encourages pursuit of the designated outcomes, and uses a variety of learning techniques appropriate to adult learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity. These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the world in which we operate is complex and that dealing with it successfully requires well-developed integrative abilities. FINAL PROJECT OPTIONS There are three ways to complete the MAL degree. In the Thesis/Leadership Application Project (Thesis/LAP) Option (Plan A), students complete a thesis or a major leadership application project and 10.5 credits. In the Non-Thesis Option (Plan B), students must complete 11 credits, two papers, but no thesis. For the third option, the Comprehensive Exam Seminar (Plan C), students complete 11 credits, including the comprehensive exam seminar. PLAN A: THESIS/LAP OPTION Students who select the Thesis/LAP Option are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic. This research-based study gives the student the opportunity to "tie together" what has been learned from the study of leadership and course-related activities. The principal distinction between the thesis and the leadership application project lies in their underlying orientation. A thesis has a more theoretical orientation, while a leadership application project is based on practical application. Both require similar rigor and preparation. For either alternative, the student must register for ML 592 and 593 . For more information regarding the Thesis/LAP Option, refer to the Thesis/LAP and Non-Thesis Project Guidelines booklet. Students who do not complete their thesis or leadership application project within two years are required to pay a continuation fee each trimester. PLAN B: NON-THESIS OPTION One alternative to the thesis is the successful completion of two major papers. The first of these papers will be written in conjunction with ML 580. The second paper will be written while enrolled in ML 597 Non-Thesis Independent Project. The independent research projects approved each year will be presented in an annual colloquium. For more information regarding the Non-Thesis Option, refer to the Thesis/LAP Project&: Non-Thesis Project Guidelines booklet. Students who do not complete their independent project within a year of registering for ML 597 are required to pay a continuation fee each trimester. PLAN C: COMPREHENSIVE EXAM SEMINAR The third completion option involves one paper written in conjunction with ML 580 (as in Plan B) and a Comprehensive Exam Seminar (ML 589). This course must be taken as the last course in the program or in conjunction with another course during the last term. This course is taken on a pass/fail basis, and when the course and the oral, written, and take-home examinations are successfully completed, the program requirements will be satisfied. CORE COURSES FOR THESIS/LAP OPTION (PLAN A): (3.5 course credits) The following core courses are required for all Thesis/LAP students in the MAL program: ML 510 Visions of Leadership ML 514 Research Methods ML 592 Thesis/LAP Consultation I ML 593 Thesis/LAP Consultation II (0.5 course) CORE COURSES FOR NON-THESIS OPTION (PLAN B): (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 580 Contemporary Theories of Leadership ML 597 Non-Thesis Independent Project CORE COURSES FOR THE COMPREHENSIVE EXAM SEMINAR OPTION (PLAN C): (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 580 Contemporary Theories of Leadership ML 589 Comprehensive Exam Seminar - ELECTIVE COURSES FOR ALL OPTIONS: (at least 7.0 course credits) The MAL program requires that seven elective courses be selected from the following course list: - ML 511 Creativity and the Problem-Solving Process ML 520 Self-Identity, Values, and Personal Growth ML 521 Methods of Critical Thought ML 525 Personality and Systems Theory: Perspectives on Leadership ML 527 Spirituality and Leadership in the Workplace ML 530 Ethics in Communication ML 531 The Dynamics of Change ML 535 Organizational Theory and Leadership ML 539 Communicating a Self in the Modern Organization ML 540 Political Leadership: Theory and Practice ML 545 Decision Making and Leadership ML 548 Coaching and Consulting ML 550 Communication, Decision Making, and Technology ML 557 Language of Leadership ML 560 Developing a Multicultural Perspective ML 565 Women and Leadership ML 568 The Global Business Environment ML 580 Colloquium on Contemporary Theories of Leadership ML 598 Independent Study (special permission required) ML 599 Topics: special courses offered only once or twice ML 500 Leadership Practicum The MAL program sponsors professional development workshops and seminars. These workshops are offered to students and alumni who desire more applied case studies or wish to address topics not included in the courses. (Offered occasionally) ML 510 Visions of Leadership: A Historical and Literary Journey (1.0 course) Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. ML 511 Creativity and the Problem-Solving Process (1.0 course) Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method , and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative world view. ML 514 Research Methods (1.0 course) Evaluation and documentation of programs, projects and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. ML 520 Self-Identity, Values, and Personal Growth (1.0 course) Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors that influence the development of self-identity and personal values; and the effect of personal values on learning and leadership strategies. ML 521 Methods of Critical Thought (1.0 course) Investigation of the processes of critical thinking, drawing from philosophy as well as natural and social science. The course will survey a variety of contemporary approaches to critical thinking, including the use of logic and analytical reasoning, the relationship of evidence to the confirmation of theories and the value of appeals to scholarly studies. A special focus of the course will be an assessment of the ways in which natural and social sciences can (and cannot) assist leaders in addressing problems and seeking solutions. (not offered currently) ML 525 Personality and Systems Theory: Perspectives on Leadership (1.0 course) Study of leadership in the dual context of personality theory and systems theory. Contributions of Jung, Fromm, Maslow, May, and others to personality theory are considered as are the systems theories of von Bertalanffy and Bateson. The theories are applied to the concrete realities of leadership in a variety of settings. - - ML 527 Spirituality and Leadership in the Workplace (1.0 course) The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives. ML 530 Ethics in Communication (1.0 course) Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. ML 531 The Dynamics of Change (1.0 course) This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The course explores these various perspectives, including areas of conflict and opportunities for leadership in social and organizational change. Sociological, human development, and economic theories are applied to contemporary public and private sector issues for social change. ML 535 Organizational Theory and Leadership (1.0 course) In-depth exploration of organizational theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. ML 539 Communicating a Self in the Modern Organization (1.0 course) Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Supplementary reading packet, open dialogue, and individual projects. ML 540 Political Leadership: Theory and Practice (1.0 course) Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and non-profit organizations as well as to politics. ML 545 Decision Making and Leadership (1.0 course) Review of the decision-making process-the setting, goals, and contingencies-as it affects leaders and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present-their intentions, consequences, arguments, explanations, and justification. ML 548 Coaching and Consulting (1.0 course) The purpose of this course is to develop influence skills through the exploration and application of consulting and coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own purpose, principles, and practices for influencing others. ML 550 Communication, Decision Making, and Technology (1.0 course) Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these technologies. Students examine how they can engage and manage these processes in their organizations. ML 557 Language of Leadership (1.0 course) Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the development of persuasive appeals; the protection of "face;" and strategies for maintaining personal relationships across hierarchical levels in organizations. ML 560 Developing a Multicultural Perspective (1.0 course) This course focuses on the ability to function and lead in culturally diverse contexts within the U.S. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. ML 565 Women and Leadership (1.0 course) A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. - ML 568 The Global Business Environment (1.0 course) Knowledge of the global business environment in the context of leadership studies is essential for modern, successful leaders and other professionals. The course complements other offerings in the international cultural understanding of leadership. ML 580 Colloquium on Contemporary Theories of Leadership (1.0 course) Selected contemporary theories of leadership presented by instructors who participate in the seminar. Emphasis on critical thinking, discussion, written analysis. Prerequisite: One-year coursework in MAL program and ML 510. ML 589 Comprehensive Exam Seminar (1.0 course) This course is a completion option for the Master of Arts in Leadership. Students prepare for the examination seriesoral, written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program. ML 592 Thesis/LAP Consultation I (1.0 course) Independent research project supervised by an academic adviser. ML 593 Thesis/LAP Consultation II (0.5 course) Completion of the thesis/LAP under the guidance of an academic adviser. ML 597 Non-Thesis Independent Project* (1.0 course) Major written project in an area of the student's choice, to be completed in consultation with an adviser and a reader. The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option. ML 598 Independent Study* (1.0 course) Provides directed independent study in an area of the student's choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising professor. Proposals must be approved by the MAL program director prior to registration for the course. ML 599 Special Topics (1.0 course) Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. *A student may count only one of the following for credit toward the MAL degree: ML 597 or ML 598, except with permission of the MAL program director. - Applicants to the program must hold a baccalaureate degree from an accredited four-year college or university and must have a minimum cumulative undergraduate grade point average of 3.0 (on a scale of A= 4.0) and a minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university Applicants holding a master's or other advanced degrees from accredited colleges or universities are admissible. Should an applicant not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-by-case basis. Applicants to the program must have three years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential. Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee. Admission to each entering graduate class will be given to the most highly qualified individuals. Admissions are handled on a "rolling" basis, with students admitted at the beginning of the fall, winter, and spring terms. Selection of candidates will be made on the basis of an evaluation of each applicant's: • Previous college record • Letters of recommendation • Experience and organizational background • Written statement • Interview, if requested To apply, the following materials must be submitted to the Graduate Admissions Office: • Completed application form • $35.00 non-refundable application fee • A 1-3 page statement relating the applicant's career and life goals to leadership aspirations • Recommendation letter and checklist from an immediate supervisor, assessing leadership potential • Recommendation letter and checklist from a work colleague (at the same level) describing the applicant's work style and leadership potential • Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred • Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. FOR FURTHER INFORMATION, CONTACT Graduate Admissions Office, 612-330-1101, 1-800-458-1721, <gradinfo@augsburg.edu>, or <www.augsburg.edu>. - The Augsburg College MAL Program Office encourages qualified applicants from other countries. The term "international student" as used here refers exclusively to those students seeking to study at Augsburg in F-1 nonimmigrant status. Questions pertaining to program eligibility for other immigration categories will be directed to the appropriate college personnel for a response. International applicants should keep in mind that classes meet on alternate Saturdays and that students may take only two classes per trimester plus one in the summer for a yearly total of seven classes. With this schedule, students can complete the required course work in less than two years. See Admission Requirements for a description of the admission process and selection criteria. Application materials required for international students are: • Completed application form • $35.00 application fee (non-refundable) payable in U.S. dollars • A 1-3 page statement relating the applicant's career and life goals to leadership aspirations • Completed Certification of Finances and supporting documentation which reliably demonstrate that the student has financial resources adequate to meet expenses while studying at Augsburg • Letter of recommendation in English from an immediate supervisor assessing leadership potential • Letter of recommendation in English from a work colleague (at the same level) describing the applicant's work style and potential as a leader • Official mark-sheets with certified translations from all undergraduate and graduate institutions attended listing all courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any • Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 (paper) or 250 (computer). TOEFL iBT (Internet-based test) minimum scores were not yet available at the time of this catalog's publication. Please contact the MAL admissions counselor for updated information. Participants may be asked to participate in a phone or in-person interview with graduate faculty or staff. Note: All F-1 international students and their dependents are required to have adequate health insurance coverage for the duration of their program. Students will be enrolled in the College-recommended plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. EVALUATION STANDARDS Evaluation of academic performance in the MAL program will be based on number grades using a 4.0 point scale and as defined below. Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being graded on PIN basis. In order to receive a grade of P, a student must achieve at least a grade of 2.0. No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. 4.0 Achieves highest standards of excellence 3.5 3.0 Achieves above basic course standards 2.5 2.0 Achieves the minimum passing standard 1.5 1.0 0.5 0.0 Unacceptable performance (no credit for the course) P Achieves at or above the 2.0 level (not computed in grade point average) N Does not meet minimum course standards (no credit and not computed in grade point average) W Grade given when a student withdraws from a course after the deadline without notation on the record Performance below basic course standards Incomplete grade given when student is unable to complete course requirements for reasons beyond the student's control. (To receive an incomplete, a student must file a petition with the Office of the Registrar stating reasons for the request and the plan and date for removing the incomplete grade. The signature of the instructor and any other necessary documentation must be included.) ATTENDANCE POLICY Because leadership issues are presented, discussed, and analyzed in the classroom, regular attendance is highly important and should be considered a responsibility, not only to one's self, but to one's classmates and course instructor. ACADEMIC PROBATION AND DISMISSAL POLICIES Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition successfully with the MAL Advisory Committee before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program by the MAL Advisory Committee. Students may also be dismissed by the MAL Advisory Committee for behavior detrimental to the program, such as a gross violation of College policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. CREDIT FOR PRIOR EDUCATION Due to the interdisciplinary nature of the courses in the MAL program, it is unlikely that courses taken elsewhere may be substituted for a particular course in the curriculum. Students may petition the MAL program director for approval of any variation in the curriculum including the transfer of credit. Transfer credits will be evaluated on an individual basis. Approved transfer courses will appear on the student's Augsburg transcript but will not be counted in the cumulative grade point average. Semester and quarter credits will be appropriately converted to Augsburg course credits. The only courses that will be considered for transfer credit are those earned from accredited colleges and universities, whose course content is comparable to those in the MAL program. No more than two courses will be accepted for transfer credit. CREDIT AND CONTACT HOURS Augsburg operates on a course credit system rather than semester or quarter hours. Each full-credit graduate course in the MAL program is the equivalent of four semester credits or six quarter credits. Students meet a total of 28 hours per course and are responsible for a significant amount of individual study and preparation. MAL PROGRAM ENROLLMENT POLICY Students may take either one or two courses per trimester. Enrolling in two courses per trimester enables a student to complete the coursework in the program within two years. All students are required to complete all components of the program within five years. Extensions beyond five years will be considered on the basis of petition to the MAL Advisory Committee. Students who leave the program for more than one trimester must request a leave of absence in writing from the MAL program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and turn it into the Office of the Registrar. Time spent on an official MAL-approved leave of absence will not count toward the five-year deadline for degree completion. LAST DAY TO WITHDRAW FROM CLASS MAL follows the Weekend College schedule for the last date each term on which students may withdraw from a class and receive a "W" on their records. Please refer to <www.augsburg.edu/enroll/calendars/weekend!> for up-to-date information. STUDENT RIGHTS The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action , grievances, and grade appeal, as outlined in the Augsburg College Catalog and the Student Guide. Students have a right to experience education without discrimination. The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records . Augsburg's policy is published in the Augsburg College Catalog and in the Student Guide. Augsburg College understands that no information other than "directory information" can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non"directory information." It is not sufficient to ask for letters of recommendation. ACCREDITATION AND AFFILIATIONS Students who successfully complete Augsburg's leadership program will receive a Master of Arts degree. Augsburg is accredited by The Higher Leaming Commission, North Central Association* and is a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, and the Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transfened to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. *The Higher Learning Commission, North Central Association, <www.ncahigherlearningcommi.ssion.org>. - A schedule of fees is published separately in the MAL Catalog Supplement. Tuition is determined annually. ML 593 is a half-credit course for which half of the current full credit tuition is charged. PAYMENT OPTIONS Various payment plans are available: 1) Payment in Full: Payment is due after registration and before the beginning of the trimester. No finance or administrative fee is charged for payments made during this period. The late payment fee is $25. A finance charge of 8% APR will apply toward any unpaid balance after the start of the term. 2) Payment Plan: A three-payment plan is available each trimester upon application and after College approval. Payment plans will be approved only if previous plans have been satisfactorily completed. Payments for each trimester are due in three equal installments. There is an administrative fee of $50 per trimester. There is no finance charge if payment is made in full by end of the payment plan. The late payment fee is $25. A finance charge of 8% APR will apply if not paid in full by the end of the payment plan period. 3) Company Reimbursement: Full courses, or equivalent, that are company reimbursed require a deposit of $100 per course reimbursed, with full payment due within 50 days after the end of the term. An application for the Employer Reimbursement Payment Plan must be filed once each academic year. The student is responsible for payment if the employer does not pay for any reason. A finance charge of 8% APR will accrue on the deferred balance once the term has begun. Registration is permitted only if the student's account for a previous term is paid in full as agreed. Augsburg College will not release diplomas 1r academic transcripts until a student's account is ,>aid in full. This also applies to student loans administered by the College (e.g., Perkins Student ; Jan). They must be current according to established repayment schedules. REFUND SCHEDULE Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule (except for the minimum charge of $100 to cover administrative costs). Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. [NOTE: Tuition refunds and financial aid adjustments are not necessarily made on a one-to-one basis. For example, you could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial consequences of making adjustments to your registration.] Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student's last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Please allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. For information about refunds and the refund schedule, visit <www.augsburg.edu/enrolb. Financial assistance is available to degree-seeking students enrolled in the MAL program. Non-degreeseeking students are not eligible for any type of financial aid through Augsburg College. Two full-credit courses per trimester are considered full time. One course is considered half-time enrollment. The Enrollment Center (612-330-1046, or 1-800-458-1721, or <www.augsburg.edu/enrolb) assists students in assessing financial aid eligibility and offers financial aid from available alternatives, including the following: SPONSORED SCHOLARSHIPS Augsburg actively pursues non-Augsburg funding for special scholarships. The availability of such scholarships may enable the participation of individuals of limited financial means as well as individuals working for volunteer agencies and other organizations not likely to provide tuition reimbursement COMPANY TUITION ASSISTANCE PROGRAMS Many companies, agencies, and corporations offer full or partial tuition assistance to employees who participate in work-related or degree-related college programs. Augsburg College offers a payment plan by which employees may handle tuition reimbursement. Students should contact the Enrollment Center to make payment arrangements using the company reimbursement payment plan. TRIBAL AND STATE INDIAN SCHOLARSHIPS American Indian students who meet federal, state, or tribal requirements may apply for these scholarships. Indian grants generally supplement other sources of financial aid. For assistance in application, contact Augsburg's American Indian Student Services Program director at 612-330-1144 or your tribal agency. STAFFORD LOAN PROGRAM Common Loan Provisions Borrowing Limits: Graduate students may borrow up to $18,500 per year with an aggregate of $138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or subsidized programs or a combination of both but cannot exceed the annual loan limits. Interest Rates: The annually variable interest rate is determined by the 91-day T-Bills +2.3%, capped at 8.25% and changes each July l. For example, the interest rate from July 1, 2002 to June 30, 2003 is 4.06% for repayment. Repayment Terms: Repayment begins six months after you cease to be enrolled at least half time in an eligible program leading to a degree or certificate. Repayment may extend up to 10 years. Deferments: In most cases, deferments are granted for continued education, disability, and unemployment. Contact your lender if you think you are eligible for a deferment. FEDERAL AND STATE AID PROGRAMS The Enrollment Center uses standard, nationally accepted methodology to determine eligibility for federal and state financial aid programs. - TO APPLY FOR FINANCIAL AID FEDERAL PERKINS LOAN PROGRAM A joint Augsburg College-federally funded program administered through the College for students who demonstrate financial eligibility. No checks are issued, but the student is required to sign a promissory note at least once per term. Funds are put on the student account after the note is signed. Borrowing Limits: You may borrow up to $6,000 per year as a graduate student with a $40,000 maximum. Interest and Repayment: Simple interest of 5% and repayment of principal begin nine months after you graduate or leave school. Partial or total loan cancellation privileges exist for certain types of teaching, disability, and, in certain circumstances, military service. Deferments: No interest accrues nor do payments need to be made at any time you are enrolled at least half time or for serving three years in the military, Peace Corps, or VISTA. Contact the Enrollment Center if you think you are eligible for a deferment. SUPPLEMENTAL LOANS: If additional financing is needed, the Enrollment Center can offer guidance in selecting the appropriate loan. - Financial aid application materials are available at <www.augsburg.edu/enrolb. Applicants must be admitted to Augsburg as regular students or be returning students in good academic standing. The financial aid application will be processed when the following documents are received: 1) The Free Application for Federal Student Aid (FAFSA) or the renewal FAFSA. Apply online at <www.fafsa.ed.gov>. 2) Verification Form. 3) Federal income tax return(s). FOR FURTHER INFORMATION, CONTACT Enrollment Center, 612-330-1046, 1-800-458-1721, <enroll@augsburg.edu>, or <www.augsburg.edu/enrolb. ABOUT AUGSBURG Augsburg College is a diverse, faith-based learning community in the heart of the city that transforms individual interests, gifts, and talents into opportunities to work, lead, and serve in the world. Through a rigorous blending of classroom learning, one-on-one mentoring, and real-world experience, Augsburg's liberal arts and sciences curricula challenge students from diverse religious, cultural, ethnic, and experiential backgrounds through research, study, and service opportunities. Affiliated with the Evangelical Lutheran Church in America (ELCA) , Augsburg serves the wide-ranging needs of more than 3,000 students in day, weekend, and graduate programs. HISTORY Augsburg College was founded in 1869 in Marshall, Wis. , by Norwegian immigrants as a training school for Lutheran ministers and was named for the Augsburg Confession from 1530. Augsburg relocated to Minneapolis in 1872. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the oldest park in the "City of Lakes." The University of Minnesota-West Bank campus and one of the city's largest medical complexes-Fairview-University Medical Center-are adjacent to Augsburg, with vast cultural, recreational, and corporate resources within a short distance from campus. ACCESSIBILITY Augsburg College has made a major effort to become one of the most accessible campuses in the region. Skyways, tunnels, and elevators provide accessible connections among major buildings-student housing towers , the Christensen Center, main academic and administrative halls, the library, and the music building. In addition, there are programs for students with learning, psychiatric, and physical disabilities. NON-DISCRIMINATION POLICY Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school-administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454, or 612-330-1058. - LEADERSHIP STUDIES FACULTY The professors who teach in the MAL program are predominantly full-time senior faculty with doctorates or appropriate professional degrees. Some courses are team taught by faculty from different disciplines or occasionally by combining a faculty member with professionals from relevant fields . The program's faculty members have extensive experience teaching adult learners. ANDREW AOKI, Associate Professor of Political Science B.A., University of Oregon; M.A., Ph.D., University of Wisconsin. ROSEMARY LINK, Professor of Social Work B.A., University of Southampton, Post graduate diploma & C.Q.S.W, University of London; Ph.D., University of Minnesota. ALEXANDRE ARDICHVILI, lnstuctor M.B.A. and Ph.D., University of Minnesota; Ph.D., Moscow State University: Associate Professor of Organization Leaming and Development at the University of St. Thomas. THOMAS MORGAN, Professor of Business Administration and Vice President for Planning and Market Development B.S. , Juniata College; M.B.A., JOHN BENSON, Professor Emeritus of Religion B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. Augsburg College; B.D. , Luther Theological Seminary; M.A., Ph.D., Columbia University: LARRY CROCKETT, Professor of Computer Science NORMA NOONAN, Professor of Political Science and Director of the Center for Leadership Studies and the MAL Program B.A., University of Pennsylvania; B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota; Priest, Episcopal Diocese of Minnesota. M.A., Ph.D., Indiana University: CASS DALGLISH, Associate Professor of English B.A., Economics, Warsaw; Ph.D., Academy of Economics, Krakow, Poland. College of St. Catherine; M.EA. , Vermont College; Ph.D., The Union Institute. MAGDALENA PALECZNY-ZAPP, Associate Professor of Business Administration B.A. , M.S., Academy of CATHERINE PAULSEN, Instructor B.A., St. Olaf JOSEPH A. ERICKSON, Professor of Education B.A., M.A., College of St. Thomas; M.A., Luther Northwestern Theological Seminary; Ph.D., University of Minnesota. ROBERT C. GROVEN, Associate Professor of Communication Studies, Director of Forensics, and Director of the Honors Program B.A., Concordia College-Moorhead; M.A., ].D., University of Minnesota. College; M.A., Lone Mountain College. CURTIS PAULSEN, Associate Professor of Social Work B.A. , St. Olaf College; M.S.W , University of Minnesota; Ph.D., Fielding Institute. DIANE PIKE, Professor of Sociology and Director of the Center for Teaching and Learning A.B., Connecticut College; Ph.D., Yale University: DANIEL S. HANSON, Assistant Professor of Communication Studies B.A. , Augsburg College; M.A. , University of Minnesota. GARRY HESSER, Professor of Sociology and Director of Metro-Urban Studies B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. JOHN S. SCHMIT, Associate Professor of English and Associate Dean for Adult Programs B.S. , St. John's University; M.A., University of New Orleans; Ph.D., The University of Texas-Austin. KATHRYN SWANSON, Professor and Chair, Department of English B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. DAVID LAPAKKO, Associate Professor of Communication Studies B. A., Macalester College, M.A. , and Ph.D., University of Minnesota. VELMA J. LASHBROOK, Instructor B.S., Iowa State University; M.S. , Illinois State University; Ed.D., West Virginia University: President, Strategy Implementation Associates. JOSEPH VOLKER, Instructor B.A., University of California-Irvine; M.A., Ph.D., University of Minnesota. Vice President and Practice Area Leader, MDA Leadership Consulting Inc. AUGSBURG LOCATION MAP + Forest Lake AUGSBURG CAMPUS MAP 6th Street S. Master of Arts in Leadership offices Visitor parking Augsburg campus buildings Student /Staff parking Butler Place ~Interstate 94 West Interstate 94 East ~
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Title: Augsburg Now Fall 2003
Collection: Alumni Magazine Collection
Search Result: A PUBLICATION Fall 2003 FOR AUGSBURG COLLEGE ALUMNI & FRIENDS Vol. 66, No. 1,4 ,,\ . 111 The Sciences at Augsburg octors, research psychologists , space physicists, mathematicians, teachers, and a Nobel laureateAugsbu rg enjo ys a long tradition of excellence in the sciences. I ...
Show more A PUBLICATION Fall 2003 FOR AUGSBURG COLLEGE ALUMNI & FRIENDS Vol. 66, No. 1,4 ,,\ . 111 The Sciences at Augsburg octors, research psychologists , space physicists, mathematicians, teachers, and a Nobel laureateAugsbu rg enjo ys a long tradition of excellence in the sciences. I am delighted to welcome you to this specia l issue of Augsburg Now focusing on our program s in the natu ral and behaviora l sciences and mathematics. Based in the liberal arts and sciences, an Augsburg education equips our diverse stud ent body to meet the needs of the highly techno logical 21st century. All of our stud ents gain skills that help them und erstand contemporary issues, evaluate evidence, and make informed decisions. The new Augsburg Core Curri culum encourages interdisciplinary teachin g and coursewo rk. It also gu ides students to become thoughtful, effective leaders, mindful of their gifts and talents, in whatever field they enter. Augsburg science maj ors, the focus of this issue, receive a solid found ation for advanced work. Ou r science programs provid e many hands-o n experiences such as research with facult y, internships, and service- learnin g. For example, our qu arter-centur y partn ership with NASA has prov ided D We welcome your letters! Please write to: Editor Augsburg Now 22 11 Riverside Ave., CB 145 Minneapo lis, MN 5545 4 E-mail: now@augsburg.edu Fax: 612-330- 1780 Phone: 6 12-330- l! Sl Lellers for publication must be signed and include you r name , class year, and daytime telepho ne numb er. Th ey may be edi ted for length , clarity, and style. Read the full text or len ers at Now Online, <www.augsburg.edu/n ow>. research opportuniti es for stud ents far beyond what is available at many other small private colleges. Our communit y partnership s provide internships and other off-campu s learnin g expe riences. We eagerly anticipate the up comin g campaign for a new science facility. For 50 years, our Science Hall has served stud ents well, producin g remarkabl e achievements in its laboratories and classrooms. Our new center for the natur al and behaviora l sciences and mathematics will offer a state-of-the-art environm ent for teachin g and research , as well as a welcoming place for the communit y. In these pages, I invite you to meet our engaged facul ty, read about stud ents succeedin g beyond their expectations, and catch up with some of your fellow classmates and friends who have chosen many different paths in the sciences. ~ -plChristopher W. Kimball Vice President for Academic and Student Affairs and Dean of the College Letters to the editor Mystery Auggi e runn er from 1960 s photo come s forth Seeing the picture of Kofi Ann an on the track with two other runn ers [see Summ er 2003, Class Notes] concerns me. Without knowing, I may have been in the presence of one of the greatest minds of our time. How often does that happen? I started my freshman year in 1960 and participated and lettered in track and field. I held the school record for the high hurdl es for a while and ran some sprint races and pole vaulted as well. Wh en my wife saw the mystery picture she immediately said "The person in this picture looks ju st like you." I got out the magnifying glass, and sure enough it looked like me. I had bony legs and always had a pained look on my face durin g a race. Furth ermore, I hardly ever placed first- as the picture shows. - Gary Ellis '65 Miigw etch from Bonnie Wallace II write] with great humilit y and appr eciation for the wond erful celebration held Jun e 16 [see Summ er 2003, Around the Quad] for th e 25-year anniv ersary of th e American Indi an Stud ent Services Program . I want the Augsbur g and local American Indi an co mmuniti es to kn ow that the success of the pro gram depended on literally hundr eds of peopl e . ... I hold [Augsbur g President Emeritu s] Charles And erson in high regard for his genuin e belief in our work .... He supp orted the progra m's aut onomy, and that is evident today. Twenty-five years-th at's longevity! .. . I am so very pleased to be a part of th e history of this exce llent progra m. Miigwetch (th ank you , in the Ojib we language) to the Creator and all of you that made this poss ible. - Bonni e Wallace , Scholarship Director, Fo nd du Lac Reservation; and found er and former dir ector of Augsbur g's AISSP. Augsburg Now is publi shed qu arterly b y Augsbur g Co llege , 22 11 Rive rsid e Ave., Minn eapoli s, Minn eso ta 55454. AUGSBUR G NOW A PUBLICATION FOR AUGSBURG COLLEGE ALUMNI & Fall 2003 FRIENDS Vol. 66, No . 1 Editor Betsey No rga rd Features Assistant Editor Lynn Mena Graphic Designer Kath y Rumpz a Class Notes Coordinator Sara Kamhol z Photographer Steph en Geffre President 9 The Sciences at Augsburg In this special issu e abou t th e sciences at Augsbur g, stud ents, faculty, and alumni share Willi am V. Fram e th eir stori es of researc h in Antar ctica, Director of Alumni and Parent Relations chemistry in cosm etics, teach ing high school AmyS utlOn Director of Public Relations and Communication Dan Jor gense n O pini o ns expr esse d in Augsburg Now do no l n ecessa rily renecL o fficial Co llege policy. ISSN 1058-1545 Pos tm aste r: Send co rr es pon de nce , nam e changes , and addr ess corr ection s 10: Augsburg Now, om ce of Publi c Relations and Communication , 22 11 Riversid e Ave., Minn eapo lis, MN 55454. E-mail: now@au gsbur g .edu Teleph on e: 6 12- 33 0 - 118 1 Fax : 6 I 2-3 30-1 780 Augsburg Co llege , as <iffirmed in its mission , does not disc,im inat e on the basis of race, color, creed , religio n, nati ona l or etlmic origin , age, gender. sexual mie ntalion , marita l status , stat us with regard to public assistance , or disability in its ed ucation policies, admissions polici es, scholarsl iip a nd loan pr ogmm s, athletic and/or school ad m inist ered programs , excep t in tho se insta nces wliere religion is a bona fide occupationa l qualification . Augsburg College is co mmitt ed to pr-oviding reasonab le accommodations ro its emp loyees and its stud ents . biology, creatin g virtual reality, findin g su ccess in grad schoo l, and mu ch mor e. An overview story pull s together th e myriad activiti es in biolog y, chemistry, ph ysics , math emati cs , psycholo gy, and comput er science. Departments 2 Around the Quad 5 Sports 6 Homecoming awards 37 39 Alumni news inside back cover Calendar Class not es www.augsburg.edu 50 percent recycled paper (10 percent post-consumer waste) On the cover : First-year s tud en ts Sa.-ah Pesola (lef t) and Sara Ray mond (right) get so m e hands-on experience in chemisoy lab. Photo by Stephen Geffr e. Top rankings in college guides A ugsb urg has been named among the nation's best colleges in thr ee catego ries and ranked in th e top tier among Midwestern unive rsities. U.S. News & World Repon listed Augsburg (the only Minnesota school) among 20 of the nation 's best institutions for service learnin g. TIie Princeton Review includ es the Co llege in the 150 "Best for the Midw est," prai sing an outstandin g faculty, sma ll class sizes , and friendl y environm ent. Kaplan Publishing 's The Unbiased Guide to the 328 Most Interesting Colleges, 2004 includes Augs bur g and names it as one of the top five sc hoo ls that may be und errat ed , as judged by a nationa l survey of guidanc e counselor s. For the third year, Augsbur g is one of the best 201 in Great Collegesfor the Real World, selec ted for best demonstrating both the education and the opportunities to prepare stude nts for the real wo rld . Augsburg has been named one of 12 "foundi ng institut ions " nat iona lly to participate in a project joint ly sponsored by the Policy Center on the First Year of College and the Counci l of Indepe ndent Colleges (C IC) to develop a model of exce llence for the first college year. Pete r Agre wins Nobel Prize eter Agre, a 1970 graduate and Distinguished Alumnu s of Augsb ur g, was one of Lwo win ners of the 2003 Nobel Prize in che mistry. He is a professor and researcher at the John s Hopkin s University Schoo l of Medicine in Baltimore . His discovery of "aquapori n-1," a "cha nn el" that lets water pass in and out of cells represented a major breakthrough that has led to greater understanding of many inherited and acquired water balance disorders , such as kidney disease . After gradua ting from Augsburg , Agre received his medical degree from John s Hopkin s University School of Med icine and is now professor of biologica l chem istry there. Agre's father , the late Court land Agre, was chem istry professor at Augsburg from 1959-76. Three of Agre's siblin gs also auended Augsburg: Mark Agre '8 1, Annetta (Agre) Anderson '69, and James Agre '72 , who curre ntly serves on Augsburg 's Science Advisory Board . "The Chemis tr y Department is elate d at this news ," said chemistry professor Arlin Gyberg . "Those of us who had Peter P 2 ,4 uGSBURG NOW as a stud ent are not su rpri sed he has reached this level. It's no shock that he won the Nobel Prize in chem istry." Agre shares the chemistry prize with America n Roderick MacKinnon . Center for Teaching and Learning 2003-04 Convocation Series he fourth an nual Convocation Series presents a challenge to consider all work as voca tion-id ent ifying one's gifts and abilities, and using them in benefit to the communit y T The presentaLions include: Oct. 14. 2003 Sharon Da loz Parks , W hidbey Institute "Big Qu estions , Worthy Dreams " Nov. 12, 2003 Lee Hard y, Ca lvin Co llege "The Ch ristian 's Calling in th e Academy " Jan. 19,2004 2004 Martin Luther King, Jr. Convoca tion Vanne Owe ns Hayes , Minneapolis Departme nt of Civ il Rights "Responding to the Ca ll" Feb. 18, 2004 Kathy Buck ley, co med ian "No Labe l, No Lim its " Feb. 26-27, 2004 2004 Batalden Symposium in Applied Ethics Paul B. Batalde n , M.D. and David C. Leach , M.D. "Transfor min g th e Profess ion of Health Ca re" A S79,000 grant from the Bush Foundation to the Center for Teaching and Learning will involve more than 100 faculty in studying student outcomes and assessment in the new Augsburg Core Curriculum. Pictured are (L to R) Frankie Shackelford, associate dean for teaching and learning enhancement ; Diane Pike, director of the Center for Teaching and Learning; and Terry Martin, administrative assistant. Not pictured is Carol Forbes, director of sponsored programs . Spring 2004 2004 Sverdrup Visiting Scientist Lecture To be annou nced For informatio n , call 612-330-1180 or visit <www.augsburg .edu/ co nvo> . Follow Auggie Athletics NEWS • STATS• ALWAYS UPDATED Visit the Augsburg College Athletcis Web site, www .augsburg .edu/athlet ics Fall 2003 $1 million-an Fund first! he $1 million goal for Augsburg 's annual fund was reached for the first time in Co llege history durin g 2002-03. This 25 percent increase in giving over th e previous year was achi eved by a total of 1,928 donors. Often referred to as "the lifeblood of th e Co llege ," Augsbur g's ann ual fund supp orts the financial aid com mitm ent that allows the College to remain affordable for a wide variety of academically-qualified stu den ts. Last year, more th an 80 percent of Augsburg stud ents received $25 million in financial aid , includin g $9 million in Augsburg sc holarship s and tuition gran ts. Sixty percent of The Augsburg Fund total was contribut ed by the 185 memb ers of th e Maroon & Silver Society, th e College's leade rship-l evel dono rs. T Augsburg Congratulations, faculty! These donors pledge to support the financial aid commitm ent with annu al cash gifts of $ 1,000 to $25 ,000 for a minimum of four years . Much of the growth in The Augsburg Fund has occurred in the last six years , during the tenur e of President William Frame . When he ar rived at Augsburg , the annua l fund level was at 178 ,000. His push to increase th e level and comm itm ent lo annu al fund giving has resulted in its more than five-fold growt h. Augsb urg regent Tracy Elfunann '8 1, chair of th e Develop ment Commin ee, and Donn a McLean , dire ctor of The Augsb urg Fund , provided leaders hip for the fund 's success . Planning for Augsburg 's nexl capital campaign includes continu ed aggressive growt h of The Augsburg Fund . Promotion to professor Martha Johnson , speech , communicati on , and theatre arts Stuart Stoller , bu siness administrati on Tenure granted and promotion to associate professor Lois Bosch , social work Nora Braun , business admini stra tion Rona ld Fedie , chemistry Merilee Klemp , music James Vela-McConn ell , sociology J. Ambrose Wolf , ph ysics Tenure granted Karen Sutherland , co mput er science Welcome, new Auggies! Sport ing maroon Augsburg T-shirts, 22 Augsburg Seminar groups-the orien ta t ion seminar for freshmen-contributed over 1,400 hours of commun ity service on t he first day of school at 18 sites, mostly in the neighborhood . At Danebo Residence, students visited with senior residents , painted , and cleaned . Fall 2003 Jeann ette Clark, fr om Hop kins, Minn ., is one of t he 348 fre shm en in t he class of 2007. She moved int o Urn ess Hall on Aug . 31, getting some help fr om her parents in unpacking the boxes . A- UGSBURG NOW 3 Around the Quad Transforming our students, ourselves, our world "Do you believe you will be transformed by your college experience?" ore th an 94 percent of curr ent and prosp ective stud ents-da y, weekend , and grad-an swe red, "Yes." Now th e qu estion is , "what th ey will do wit h this transformative expe rien ce ." Th ese qu estions were part o f an exte nsive resea rch effort Augsb urg cond ucted rece ntl y in preparation for th e laun ch of a new brand ima ge, tag line, and marketin g camp aign for th e College. Th e resu lts o f this far-reac hin g effort are now being see n and heard all ove r campu s and throughout th e Twin Cities, wit h the Septe mb er laun ch of th e camp aign . Throug h billb oa rds and bus stop post ers, news pap er ads and radio spot s, a n ew Web site and man y oth er engaging vehicl es, Augsburg College is emb arkin g on this ex tend ed ca mp aign wit h a three-fold goa l: to captur e and pres ent th e uniqu e esse nce of its edu ca tional experience ; to raise awa reness and positive supp ort among key co nstitu ent s; and to dri ve the mission of Augsb urg College forward in an excit ing and dynamic new way. Both th e traditiona l day stud ent and th e wo rking adult are being Be yourself at Augsburg. And leave completely__ changed. chall enged to "Be yo urse lf at Augs bur g, and leave co mpl etely changed ." Th e theme of "Transform ing Ed ucat ion" deliv ers three int errelate d messages: trans forming stud ent s' uniqu e talents and int erests into ca lled lives of service ; tran sforming the edu cational exper ience itself to effec t st ud ent growt h and chang e; and , ultimat ely, transforming our community and wo rld through positive change . Inco ming and "vetera n " stud ents , faculty members , staff, alumni , donors , and co mmunity members-all are integral parts of this eve r-transforming ex perience ca lled Augsburg Co llege . Stay tun ed . More to co me. M 4 A-UGSBURGNOW Fall 2003 Sports Eight receive Athletic Hall of Fame honors by Don Stoner ugsbu rg Co llege honored eight form er ath letes duri ng Homeco min g wee kend , indu cted int o the Augsbur g Athl etic Hall of Fame at th e annu al banqu et on Oc l. 2. Th e Augsbur g Ath letic Hall of Fame was es tab lished in 1973 to recog nize ma le athletes who made spec ial co ntributi ons lo th e Co llege's athl etic hisw ry. In 1989, female athl etes we re first indu cted inlO the hall. Rec ipients are chose n each yea r on th e basis of performan ce in Augsbur g at hletics, se rvice lo th e sc hoo l, civic and profess ional ac hievement s , and leadership . A Honor ed as indu ctees int o th e Augsbur g Ath letic Hall of Fame are: Bob Adams '83 (wrestling) T he on ly Augsbur g wres tler to earn mu ltip le All-America n honors in a single seaso n, Adams wo n th e CAA Division Ill indi vidu al champi ons hip al 134 pou nds in 1983 and place d seco nd al the we ight class in th e NAlA champi onship meet, the only yea r Augsbur g co mp eted in both orga niza tions' national tourn aments . Adams won MIAC titl es in 1982 and 1983 and was Augsbu rg's Seni or Honor Athl ete in 1983. Michele Boyer '89 (softball, basketball) Boyer earn ed All-American honors in Fall 2003 1988 as a so ftball outfi elder, ea rnin g AllMIAC honors thr ee yea rs in a row. Her .495 bauin g ave rage in 1988 is th e best single-seaso n perform ance in sc hoo l history. In basketba ll, Boyer was one of only five players in sc hoo l history LO sco re more than 1,00 0 po in ts in her ca ree r, finishin g with 1,0 19 poin ts, and ea rn ed All-MIAC honors in 1986-87 and 1987-88. She was Augsburg's Senior Honor Athl ete in 1989. Kevin Gordon '82 (hockey) An NAIA All-America n in 1982 , Go rd on was a member of Auggie tea ms that wo n th e national champi onship in both 198 1 and 1982 , as we ll as thr ee straight MIAC championship s. He earn ed All-M IAC honors in both 1980 and 1982 , lead ing th e tea m in sco rin g both years . Gordon 's 30 goa l in 1979-8 0 are th e seco nd- mos t in a single seaso n ; he finished his caree r with 108 poin ts (57 goa ls , 51 ass ists ). Ray Hamilton '75 (basketball) An honora ble-mention All-American in 1975 , Hamilton playe d two seaso ns o f bas ketball al Augsbu rg, ea rnin g AIIMIAC and NAIA All-Distri ct honors both seaso ns and MIAC Mos t Valuable Player honors in 1974-75 , as the Auggies wo n th e MIAC champi onship and advanced LO th e NAIA distri ct champions hip game. He led th e Auggies in sco ring both of his seaso ns and in reboundin g his enior ca mp aign. Melanie Herrera '88 (track and field , volleyball) Herrera ea rn ed All-America n honors seve n Limes in trac k and field , dominating th e throwing eve n ls. She qu alified for national mee ts in the shot put all four yea rs in ollldoo r com pelilion and her final thr ee seaso n in indoor co mp elili on , win ning CAA Divi ion Ill national champ ionship s in 1987 out doo rs , and in 1988 in bo th indoo r and outd oo r co mp etiti on , where her reco rd -se ttin g effort st ill stands . She also played th ree sea a ns of volleyba ll al Augsbur g and was Aug burg's Senior Honor Ath lete in 1988 . Robert Lafleur '80 (soccer) A two- lime All-M IAC election (1 97879) and AIA All-Distri ct selection , LaFleur was a member of Auggie team s that wenl 43-15-10 in his care er, neve r finis hing low er than third in MIAC play. He was team capt ain his se nior seaso n. Jim Peterson '78 (hockey, baseball) In men's hocke y, Peter son was a memb er o f Augs bur g's first national champio nsh ip team , the 1978 AIA titl e team , and was a memb er o f Augsbur g's MIAC base ball champi on hip tea m in 1975. He earn ed All-MIAC honors twi ce in both ho ckey and base ball, was a member of th e IA All-Tourn ament Team in hocke y in 1978 , and ea rn ed Augsburg Senior Honor Athl ete honors in 1978 . David Trost '81 (track and field, basketball) Augsbu rg's firs t men's tra ck and field national meel qualifier, he finished thir d in the high j um p al th e AIA outd oo r na tiona l meel with a 2.14-meter (7-fee lO) effort , a school reco rd that still stands . He won the MIAC titl e in the high j um p in 1981. Don Stoner is sports inf onnation coordinato,: ,4uGSB RG NOW 5 Two named as 2003 Distinguished Alumni ni jo i~ 162 oth ers as Distin gu ished Alumni of Augsb u rg College. Recipien ts are recog niz ed for T s1wogmalum f1cant achievement m their voca u ons and ou tstandm g con tributi ons to chur ch and commun ity, by Lynn Mena th rough years of prepara tion , experience, dedication , exempl ary character, and se rvice. Hans G. Dumpys '56 Bishop Hans G. Dump ys gradu ated from Augsbur g in 1956 with a B.A. in histo ry. ln 1960 , he earn ed a B.D. from th e Luth eran Schoo l of Theo logy in Chicago , and was ordained by Hope Luth era n Chur ch in Detroit. He received a master's degree in th eology from Harvard Divinity Schoo l in 1965 , and purs ued doc toral stu d ies at Prin ceto n Theological Semin ary and Tuebin gen University in Germ any. He also studied at th e Advanced Institu te for Pastora l Studi es in Michigan , and th e Tan tur Ecu menical Inst itut e in J eru salem . Born in ibra i, Lithuania in 1933 , Dump ys has lived in th e U.S. since 1949. He was instrum ent al in th e renewal and reviva l o f th e Luth eran chu rch in Lithu ania after th e count ry regain ed ind epend ence from the Soviet Unio n. This includ ed training pas tors and teachers for the chur ch and contributin g as one of th e fou nders of th e University of Klaipeda's th eological sc hool in Lithu ania in 1992 . Du mp ys retired from parish mini stry in ove mb er, but continu es to serve as bishop of th e Lithu anian Evangelical Luth era n Chur ch in Diaspora, located in Chicago , for which he also serve d as chair of the syno d coun cil. In additi on , he has served pastora tes in Michigan , Massac hu setts , Canada, Iowa , and most rece ntl y at Lithu ani an Evangelical Lutheran Home Church in Chicago , Ill. In Febru ary, Dum pys was honored by th e Knights o f Lithu ania "in recog n itio n o f and grateful app reciation for ecum enical, spiritu al, cu ltu ral, and hum anit arian lifetime achievements in th e worldwi de Lith ua nian co mmunit y." In 1998, he was invited to th e Whit e House for the signin g of th e "Charter o f Partn ers hip" with th e Baltic republi cs. He has pr esent ed speec hes, se rm ons, in vocations, and greetin gs both nationally and in tern ationally, and has initiat ed , organiz ed , and presided ove r synod asse mbli es with delega tions from Ge rman y, Ca nada, and th e U.S. In honor of his wo rk for th e Luth eran chur ch in Lithuania and in th e ex ile Lithu anian communi ty, he was invited by Lithu ania's mini ster of cultur e to be an official represe nt at ive of North America's Lithu anian co mmunit y at th e ethni c world music festival in 1994 . Dump ys taught in Augsbur g's religion departm ent in 19651966. W hile pur suin g his gradu ate studi es, he was an assistant at Harva rd University's Memorial Church , and se rved as pastorin-residence and also assistan t to th e dean of inst ru ction at Prin ce ton Th eological Semin ary. He met his wife, Donn a , while at Augsbu rg. They live in Oak Park, Ill., and have two childr en , Jon and Chri sta. 6 A UGSBURG NOW Ertwin Jones-Hermerding '69 ErtJ ones-Hermerding graduated from Augsburg in 1969 with a B.S. in liberal arts speech, theatre, and physical edu cation , with a head coaching endors ement . He received an M.S. in curri culum and instru ction with an English emph asis from Mankat o State University in 1975. Jones-Hermerding retired this year after an exceptional 34-year teaching and coaching career for the Robbinsdale Independent School District. He was the first to teach improvisational theatre at the juni or high level. From 1969-1988 , he taught speech and theatre at Plymouth Junior High School, and directed 96 productions. The Children's Th eatre Foundati on of America recognized the Robbinsdale school district's theatre programs with an award for excellence in 1995;Jon es-Hermerding was specifically celebrated for creating "an extraordin ary middle school dram a progr am." Sin ce 1988 , J ones-Herm erdin g has taught speech , th eatre, litera tur e, oral int erpr etation , and acting at Coo per Senior High School. He also served as th eatre arts chair and audi tori um manage r. He dir ected over 50 produ ctions at Coo per, and his Introdu ction to Th eatre class was on e of only two in Minn eso ta where a childr en's th eatre perform ance proje ct is compl eted as part of th e curri culum , givin g stud ent s who can't particip ate in after-schoo l th eatre th e chance to exp erience th e thrill of crea ting and performin g in a sho w. In additi on to his strong juni or and senior high theatre programs, Jon es-Hermerding has also been a successful football coach. He coached at Plymouth Juni or High for 10 seasons and at Cooper Senior High for over 20 seasons (includin g 10 as head coach). He was honored as Lake Conference Coach of the Year in 1984 for his exceptional program. He inspired players to be role models for each other, and they work ed on team uni ty projects by organizing programs on chemi cal abuse, weight trainin g, and other relevant topics. He also institut ed a program that requir ed his players to check in with their teachers on a weekly basis regarding their academic performance and attitud e in the classroom . Jones-Herm erding has worked in summ er th eatre projects for th e Orono, Hopkins , and Robbinsd ale school districts, and as a staff member for Augsburg's summ er theatre institut e. He is an instru ctor and curri culum writ er for th e University of St. Th omas Cont inuin g Edu cation progra m, and has facilitated worksh ops for colleagues and serve d on many curri culum developm ent committ ees. He and his wife, Pat, have two childr en, Mee-lynn and Harper. Fall 2003 First Decade and Spirit of Augsburg award recipients named for 2003 bylynnMena A ugsbur g is please d to ann oun ce the 200 3 reci pients of the First Decade and Spirit of Augsbur g awards . Th e Firs t Decad e Award is presented to Augsbur g gra du ates of th e past 10 years who have made signifi cant progress in th eir prof ess iona l achievements and co ntributi ons to th e communit y, and in so doing exemp lify the miss ion of th e Co llege: to prepar e futur e leaders in se rvice to th e world. Graduates from th e day, weeke nd , and gra du ate programs are eligible. The Spirit o f Augsbur g Award honors alumni and friend s of the Co llege who have given exceptiona l se rvice that co ntribut es substanti ally to th e well being of Augsbur g by furth erin g its purposes and programs. RECIPIENT OF THE 2003 FIRST DECADE AWARD Tammera Ericson '93 Tamm era Ericson has successfully combin ed her interests in political science , urban stu dies, public service, and the legal profession-all while raising thr ee children. After serving as chair of the Columbi a Heights Charter Commission and as a member of its Planning and Zoning Comm ission, Ericson was appointed in 2002 to a task force charged with developin g city design guide lines. In addition , she helped start a nonprofit organization , Rising to New Heights, dedicated to improving the image of Columbia Heights . In 2002 , Ericson was elected to the Columbia Heights City Counci l, and was also appoint ed to concurr ent terms on the city's Econo mic Developme nt Auth ority and Housing Redevelopment Authority. RECIPIENTS OF THE 2003 In Jun e, she gradua ted summa cum laude from William Mitchell College of law, where she received the Stud ent Award of Melit , the Burton Award for Excellence in Legal Writin g, and the CALI Award for Excellence in Drafting and Negotiating Business Agreements. She volunt eers for the Minn esota Ju stice Found ation, giving presentations on legal topics to wom en living in a transitional housing cent er in St. Paul. In addition , she volunt eers for the Chrysalis Center for Wom en in Minn eapolis as part of the Pro Bono Attorn ey Safety Project. Throu gh this program , she works to help low-income victims of dom estic abus e obtain orders for protection. She is curr ently serving as a judici al clerk for the Minnesota Supr eme Court for one year before returnin g to the law finn Winthrop & Weinstein . SPIRIT OF AUGSBURG AWARD John Benson '55 Professor Emeri tus John Benson served more than 35 years as an ac tive memb er of Augsb ur g's religion department. After joining th e facult y in 1963 , he was promo ted to associate prof essor and gra nt ed tenur e in 1969 , th en promoted to full prof esso r in 1986. Benson also taught in th e phil osop hy depart ment and helped deve lop Augsb ur g's hum aniti es major in th e 1970s . In additi on , he taught a course entitl ed Deve lop ing a Mu lti-Cu ltural Perspect ive for th e Master of Arts in Leadership program , and tea med up wi th ph ysics prof essor Mark Engebretson to teac h a cou rse th at int egra ted sc ience with religion and sp iritu ality. Their co llabora tion led to two awards from the pr estigious J ohn Templeton Foundation 's annu al sc ience and religion co ur se pro gra m co mp etiti on. Throughout his years at Augsburg , Benson se rved on co mmitt ees too numerous to list. Beyond his co mmitt ee wo rk , he was at th e forefront of a numb er o f thin gs , mos t notably the introduction of co mput er techn ology to th e campu s in th e early 1980s. An avid go lfer, he also coac hed go lf at Augsburg for sev era l years . Benson and his ,vife, Doroth y, co ntinu e to be ac tive memb ers of th e Augsb ur g commu nit )'. Fall 2003 Sigvald Hjelmel and , the seco nd of four generati ons of Hjelmeland s to attend Augsbur g, return ed to Augsbur g in 1952 as th e Co llege's firs t dir ec tor of deve lopm ent. He headed the new ly establi shed Deve lopm ent Office and emb ark ed up on Augsbur g's first capital ca mp aign to raise fund s for the "Libra r)' Drive ." Th e camp aign excee ded its goal, and b)' 1955 , th e Co llege brok e ground on th e Sverdrup -Oftedal Libra ry. Th e success of th e camp aign led to Augsbur g's su ccess ful appli cation of acc reditation b)' th e North Centr al Association . Hjelmeland's man y contributi ons and proj ects begun durin g his )'ears al Augsburg includ ed Science Hall; Chri stense n Ce nt er; Urn ess Hall ; Foss , Lobec k, Miles Cent er for Wor ship , Drama, and Communi cati on ; and th e Tim es Buildin g (th e first co mm ercia l building donat ed to Augsbur g). In th e late 1980s , Hj elmeland es tablished the Rev. John Hjelmeland End owed Scholarship Fund in honor of his fathe r, an alumnu s of Augsbur g Academ)', Seminar )', and College. Even after his retir ement in 1982 , Hj elmeland volunt ee red his vas t ex perience as a developm ent co nsult ant from 1982 to l9 86. frU GSBURG NOW 7 Homecoming 2003 The Hoversten family honored with the Distinguished Service Award he Distinguished Service Award, inaugurat ed in its currenl form al Hom ecomi_ng 2001 with ~ e Strom~en _family, and last yea_r T award ed to the Quanbeck family, recognizes families who have made substanual and contmumg comnbuuons lo Augsburg-111 the by l ynnMena form of stud ents and gradu ates, ideas , reputation , and resources . . . Thi s year, we celebra te the Hoversten family, and th eir gene rations-long conn ecuon with Augsburg . The Hoversten story In 1806 , a youn g Norweg ian teacher namedj ohann es ja cobso n mar ried Anna Hoversten. She was a woman of prop erty on the rocky island of Renn esoy, up the coas t from Stavanger. So he took her surn ame , which came from an ou tcro ppin g of stone- "hoved sten" or headsto ne-on the farm she owned. J ohann es and Ann a had nin e childr en. It is the descendents of thr eeJacob , Knud , and Gun vor-who recognized that edu cation offered many more op portun ities in th e U.S. than in orway, and who u ltimatel y formed the Augsbur g conn ection. The Hoverstens and Augsburg Elias Hovers ten , son of Knud and Elen Hoversten, was a stern and practical man who farmed the land near Marshall, Minn ., in the first half of the 1900s. Wh en Elias' oldest son , Knut , grew imo a young adult , Elias feared that his so n's bad hip would prevent him from becoming a successfu l farmer. So in 1926 , he sent Knut to the city to get an Augsbu rg education . After Knut grad uated in 1930 , more than 40 members of the extend ed Hovers ten family also attended , includ ing the family's most recent Augsbur g alumn a, Kari Lucin '03 , da ughter of Kim (Hoversten) Lucin '76 and the Rev. Martin Lucin '74 , grandd aughter of Kermit Hoversten '50 , and grea t-gra ndd aughter of Elias Hoversten . Augsburg's motto, "Educatio n for Service," is also one of the Hoversten's strongest tradi tions , and the family has dedicated their labors to the ideal of service . Knut , the first Augsburg gradu ate, is now a retired chemistry teacher. Several other Hoverstens also became teachersand many entered the fields of medicine, 8 A-UGSBURG NOW law, ministry, busin ess, and agriculture. The Hoverstens recall Augsburg as a unifyi ng, centr al presence in their lives. M. Annett e (Hoverste n) Hanson '68 , daught er of Knut's broth er, the Rev. Chester E. Hoversten '44 , heard many stories abou t Augsburg durin g her childh ood . "Wh enever my dad and his friends or other family About 200 Hoversten family members gathered in Hoverst en members would get Chapel in 1989 for the dedication of the chapel_they funded . At left are: (standing) Allen Hoversten '64, L. Berniece Johnson , together, they would Knut Hoversten '30; (kneeling) Garfield Hoversten '50 and always talk about Clarence Hoversten '41 . At right are : (back row) Brian Augsburg ," Annelle said in Livingston, Kyle Hoversten , Rev. Joel Njus, Augsbu rg Pastor an article for the fall 2000 Dave Wold ; (front row) Rev. Thomas Hoversten ' 56, Rev. Chester J. Hoversten '60, Rev. Chester E. Hove rsten '44, and issue of the Augsbu rg Now. Augsburg President Charles Anderson . "And if you want ed to get married , you went to Augsburg," she continu ed the Augsburg campus . In recent years, the with a chu ckle. "I met my hu sband , family had hon ored the College with gifts Robert [Hanson '68] here. I think that and pledges of over $1 million as major while I was a stude nt , I didn 't auac h much support for the cons tru ction of the meanin g to the fact that so man y other College's Foss, Lobeck , Miles Center for family members had attended . But Worship , Drama and Communication and subsequently, it has become mu ch more to establish the Hoversten Endowment . important to me. What a rich, precious On April 22, 1989, Augsburg officially environm ent. " dedicated the chape l in Foss Cente r as the In Octo ber of 1985 , the Hoverstens Hoversten Chape l. Two months later, two gathered at the College for a reunion. It newly endowed Hoversten scholarships was during this time that they began were announced , the Hoversten Peace discussing a monum ent- a chapel at Scholarship and the Jacob and Ella Augsburg that would reflect their family Hoversten Scholarship. values and traditi ons. A gift of a chapel "During my days on campus I was not only expressed their gratit ude but also enriched in man y ways," said Lorna demons trat ed their comm itment to Hoversten '62 . "I received not only a edu cation , faith , and the college that so strong scientific education , but also a many family memb ers had au end ed. deeper knowledge of my religious ethnic Four years later, about 200 heritag e. I contribut e jo yfully to this Hoverstens and their relatives from all institu tion to enable present and futu re over the U .5. return ed for a special day on students to have similar experiences ." Fall 2003 AUGSBURG NOW Fall 2003 The sciencesat AugsburgCollegeoffer a rich educational environmentthat preparesstudentsto enter a variety of fields in science, medicine, research, industry, public service, and education. Rigorouscourseworkwithin a liberal arts curriculum, combined with internshipsand outstanding opportunitiesfor researchwith faculty give students the solid foundation they need to meet the highly technical demandsof our global society. This combinationof high quality teaching, the enormous resourcesof the city, and an expectation that each personcan make a difference in the world affords a powerfuleducation at Augsburg. design by Kathy Rumpza • photos by Stephen Geffre • art by Sam Gro ss theSCIENCES atAUGSBUR Educating professional scientists,effectiveleaders,and informed citizens by Cynthia Hill " Progress made in harnessing fusion as energy source." "World water crisis worsening. " " Brain research reveals clues to dyslexia ." "Meat suppliers asked to cut antibiotic use. " "CDC reports first cases of monkey pox." " U.S. sues over ban on genetically modified foods ." veryday headlin es like these fields and inform ed citizens with th e und ersco re the pervasive knowledge and crit ical thinkin g skills to influence of science in our lives . evaluate the imp act of scientific develop ments E While the st ud y of science has long been co nsidered part of a well-ro und ed libera l arts edu cation at Augsbur g, it has and weigh their mora l, ethi cal, and soc ial impli cations," she said . Augsbur g has a stro ng track record on grown more imp ortant than ever in a world increasingly shape d by scientifi c and techn ological developm ents. "Science matters come up in th e pu blic deba te continu ally, as we confront issues such as enviro nm ent al qu ality, adva nces in medicine, and the complexity of hum an be havior," says Nancy Steblay, professo r of psychology and facu lty liaiso n to Augsbur g's Science Advisory Board. "As a socie ty, we need both capable professionals in scientifi c and related Luci Sagehorn'03 combinedminors in biology and chemistrywith a studio art major. Fall 2003 ETER AGRE '70 eter Agre's decision to major in chemistry may have been a family matter. His father, Courtland Agre was a distinguished chemist in research at DuPont and 3M as well as a college professo r. He was one of the "founding fathers" of Augsburg's chemistry department and taught in it for 17 years. Afte r Peter Agre graduated from Augsburg, he went on to earn a medical degree at Johns Hopkins UniversitySchool of Medicine. His interest in biomedical resea rch led him to a medical residency at Case Weste rn Universityand a clinical fellowshipat Universityof North CarolinaChapel Hill. He returned to Johns Hopkins for a research fellowship in the cell biology department and has been a faculty member in the School of Medicine since 1984. Agre sea rched for answers as to how water moved from the cells within our tissues . He also wondered why some tissues, such as the linings of our lungs, were so much more permeable than others . In 1988 Agre discovered "channels " that allow passage of water in and out of ce lls. This major breakthrough resulted in many related studies in biochemistry, physiology, and genetics. From them , researchers have gained much greater understanding of inherited and acquired water balance disorders , such as kidney disease. P Biology and chemistry major KeneeshiaWilliams '03 spent a summerresearchingnutrient import and export in Augsburg'scoral reef aquariumwith biology professorBill Capman (above) and chemistry professorArlin Gyberg(not pictured). both fron ts, especia lly th e remarkab le many a elementary or seconda ry teac hers. numb er o f scient ists place d in ind ustry, Augsb urg's strong int ern shi p co nn ect io ns pub lic servi ce , edu cation , and socia l lead o th ers to pro fess ional o ppo rtuniti es servi ce organiza tio ns. Among th em a re in ind ustry and th e no npro fit wo rld. K- 12 teac hers, ph ysicia ns, and ot her Augsburg science gradua tes ca n be foun d hea lth care and ment al hea lth at Medt ronic , SciMed, Genera l Electr ic, prof essionals. Guid ant , and many oth er bo th large and In chemistry, for exa mpl e, half of all gradu atin g maj ors ove r th e pas t 25 years small co rp ora tio ns. At 3M in St. Paul in parti cu lar, Augsbur g maint ai ns a large have go n e o n to eith er earn Ph .D.s o r prese nce beca use of its longtime beco m e doc to rs , d en tists , or ph ar macists . partn ers h ip with th e corpora tio n for In th e sam e Lime fra me, m ore th an ha lf o f trainin g of scie nti sts . Simil arly, hos pit als, all physics maj ors have ent ered gra du ate co un seling age ncies, and environm ent al sc hoo l. A simil ar propo rtio n o f b iology and health nonp ro fits empl oy grad uates gradu a tes go o n to p rofess io na l and from Augsbur g's sc ience depa rt ments . gradu a te pro grams, includin g medi ca l Thi s reco rd o f ac hi eve ment grows out schoo l. In psyc ho logy, about half o f all of Augs bur g's uni q uely enr ichi ng gradu ates pur sue advanced stud y in areas edu ca tiona l environm ent -r igorous ranging from be haviora l gen etics to science co ur sework wi th in a libe ral arts co un selin g psyc ho logy as we ll a law, curr iculum , ou tstand in g opport u nities for medi cin e, and th eo logy. s tud ent -fac ul ty researc h and int ern sh ips , O ther scie nce majo rs begin th eir caree rs imm ediately after gra du ation , Fall 2003 and stro ng facult y mem ori ng and p rogra m su ppo rt . ,4 GSB RG NOW 11 "Our science condu cted indep endent and team research in progra ms set high the College's solid-state ph ysics lab as well as expectatio ns of what our summ er resea rch at both Stanford University stud ents can achieve," and th e University of California-Berkeley. said Mark Engebretson, ph ysics departm ent chair. HARDWORK, "Whil e Augsbur g is only BIG REWARDS moderately selective comp ared to so me other libera l arts colleges, it's what we do with and expect o f our stud ents andScholarship Fair, Weekend College n cassidy and biology major Jean Johnson ledthe possibility of producing low sugar the dietaryand diabetic consumer market. that is different. " One indi cator of qu ality is the fact that in the past seve n years, five Augsbur g science majors have been awarded Goldwater Scholarships , a pre mier national und ergradu ate science awa rd for stud ents in science and mathematics. Only 30 0 stud ents across th e count ry are selected each year. Augsb urg's mos t recent Goldwater Scholar is senior ph ysics maj or Victo r Acosta . He has Stud ents attain these high levels of scholarship because Augsbur g's program s are demandin g, said William Capman, chair of Augsburg 's bio logy departm ent. "Science at Augsburg is hard work, but it pays off," he said. "Our stud ents develop the strong found ation needed to succeed in gradu ate school and in science professions." Augsburg's biology program is design ed to develop both breadth and depth of knowledge in the field . "Our program is broadly based so that stud ents have more opportuniti es than they would with a more specialized degree," he said. "Stud ents gradu ate well-prepared for many different paths." Whil e each program requir es coursewo rk Mathematics professor RebekahDuponthelps studentsfind researchprojects and internshipsthat give them experience, combinedwith a solid foundationof theoretical and applied mathematics,for a variety of careers or advancedstudies. Fall 2003 end eavo r. Cur riculum tec hn o logy, it is diffi cult for th em to enh ance ments includ e co nve y a se ns e o f scie ntifi c exp lora tion rece ntl y-developed courses beca use stud ents are usu ally ex p ec ted to in polym ers, medicin al dupli ca te k now n res ult s ," sa id ch emi stry , mat eria ls scie n ce , Enge br etson of ph ys ics. beh aviora l m edi cin e , and developm e nt al int o new territo ry in every disc iplin e, ps yc hopath o log y. In work in g alongs ide Augs bur g facu lty o n add iti o n , pra c tici ng ind epend ent resea rch proj ec ts and w ithin sc ienti sts come to ca mpu s cours ewo rk . as adjun ct facu lty a nd gues t In the TeachingScholars Program,fundedby NationalScience Foundation,Augsburg science majorstaught middle-school children at the Cedar-RiversideSchool, involvingthem in "bottle biology"hands-onprojects like this, studyinggroundwater and its effects on habitats when percolatingthroughsoil. in oth er scien ce disci plin es , ma ny stud en ts pur su e a seco nd maj o r or a minor , of ten co mbinin g bi ology and ch emi stry o r a scie nce d iscip lin e wi th math em atics . Math emati cs is a popular ch oice beca use it is "th e language of scie nce, " sa id ma th ema tics p rofesso r Rebeka h At Augsburg , st ud ents are digg ing Bes t kn ow n is Augsbur g's work in speakers , he lpin g Augsburg space ph ys ics over th e pas t qu a rt er stay o n top o f sc ien ce's ce ntu ry, fund ed w ith gra nts from the rapidl y chang in g Na tio nal Science Foundation d eve lop men ts a nd NASA. Und er th e dir ec tio n of Engebretson But per haps no thin g is and fellow ph ysics prof essor Ken Eri ckson, mo re relevant and inOu enti a l students in deve lopi ng tomorrow 's num e rou s spa ce ph ys ics proj ec ts , both scie nti sts , do cto rs , ed uca to rs, a nd h ea lth have bee n ac tively in vo lved in on- a nd o ff-ca mpu s , and m any have a nd behaviora l specia lists than Augsburg 's co mmitm ent to un de rgra duat e resea rch , o ffer ing o pportuniti es unmat c hed in mos t o th er sma ll co lleges. Dupont. "It's co mpl em ent ary to so many o th er disci plin es ." For exa mp le, J ennif er Pa lm er '99 QUESTIONING, EXPLORING co mbin ed a ma th maj or wi th a ch emi stry minor. She wen t o n to ea rn a mas ter's Scie nce edu ca tion ad visory d egree in biostatisti cs at th e Un ive rsity of pane ls have lo ng str essed Minn eso ta and is n ow a bios ta tistician a t th e va lue of und ergrad uate Boston Scientifi c Co rporati on in th e resea rch ex perien ces, Twin C iti es . es pecia lly th e op po rtunit y With changing scie ntifi c tr end s and wor kpl ace requir ement s, th e pro gra ms n ot o nly str ess mas tery of th e to look for n ew, as o pp osed to ex pec ted , res ults . "Alth oug h stand ard fund a ment a ls but a lso ac qu ai nt st ud ent s laborator y co u rses co nvey with em erg in g fields of sci e ntifi c kn ow ledge abo ut curr en t Fall 2003 NSF funds provide 30 Augsburgscholarships each year for computer science and mathematics majors (CSEMS) in both the day and weekendprograms. Pictured here are: Firstrow (Lto R): Alex Krantz, Brian Bue, Sarah Sletten (Middle row): HeatherGreene, Kirsten Halvorson, Scott Kuhl (Back row}: Brian Ashbaugh, Paul Sanft. /T UGSBURG NOW 13 Chemistry major Jennif er Hagenspent her summerassisting ProfessorRon Fedie on NSF-funded research studying copolymers at the University of Minnesota. presented resul ts at nationa l scie nce conferences and in academic publi cation s (see story on p. 30). Similarl y, chemistry student J ennifer Hagen devoted her summ er to assisting che mistry professor Ron Fedie on a project to furth er necessary for this work. Engeb retso n said gradu ates rep eated ly tell him th ese kind s of experiences were a key factor in their decision to pursue adva nced degrees and science caree rs. "Their resea rch back gro und gave them an know ledge of block copolym ers condu cted at important sense of direction both during the Univers ity of Minnesota, as part of the th eir studies and durin g their later careers," NSF-fund ed Research Site for Edu cato rs in he said . According to the National Science Board's Science and Engineering Indicators 1998 report, only one-quarter of Americans understand the nature of scientific inquiry well enough to make informed judgments about scientific results reported in the media. Chemistry (RSEC) program. This grant provides While man y stud en ts assist in resea rch funding for faculty and students from smaller, outsid e of th e classro om, research primarily four-year colleges to collabora te and experiences are also emb edded int o the engage in cuttin g-edge research at research curri culum . For exa mpl e, in biology, severa l uni versities equipp ed with sophistica ted cours es within the major includ e what instrumentation and chemistry resources Capman calls "non-trivi al" original research Fall 2003 as maj or comp onents of th e labora tory work . Every biology maj or comp letes at progra ms. In psychology, a research proj ect is least two or thr ee such research proj ects requir ed of every maj or, and many before grad uating. stud ents go on to do furth er work wit h a "Through these long-term proj ects , students experience science the way a faculty member. "We stress research in our program scienti st does, " Capm an said. "They have because our stude nts need to become to figure out the hypo thesis, design and critical think ers. We want them to cond uct the experim ents , and int erpret question why claims are made, and to and present the research, wh ich often recognize both the strengths and means dealing with the ambiguities of limitations of research findin gs," said results." Bridget Robinso n-Riegler, chair of Worki ng in small group s, stud ents review the work of previous class projects Augsbur g's psychology departm ent. Research experience at Augsbur g to figu re out the nex t logical qu estion for often leads to int ensive off-campu s stud y. opportuni ties and int ernship s. "Throu gh these stud ent proj ects , we're Last summ er, for exa mple, j uni or actually bui ldin g our own body of ph ysics maj or Ryan Nevin went to Penn scien tific literatur e on popu lation Slate University for a research genetics, prot ozoa n eco logy, )'easl grow th , expe rience, while juni or Greg McKusky and other topics," Capm an said. He and soph omore Nigel Milbridge loo k add ed that this level of stud ent research part in proj ects with Augsburg physics goes far beyond many und ergradu ate professor Amb rose Wolf at the University Psychology professorGraceDyrud(center)and psychology studentsMatt Plitzkow(left) and Emily Beltz (right)exploredpossiblereasonsfor persistent gamblingby lookingat gamblingbehaviorwhen players receiveddifferentkindsof resultsin the slot machines. Fall 2003 ecause science affects nearly every aspect of modern life, Augsburg courses for non-science majors are aimed at building scientific literacy- the knowledge and understanding of scientific conce pts and processes required for personal decision-making , participation in civic and cu ltural affairs, and economi c productivity . B William Capman , chair of Augsburg 's biology department said , "We want nonmajors to become familiar with the scien ce issues facing our society. The object is to get them to the point where they can make sense out of a newspaper article about genetic engineering, health issues, human behavior, or the environment , for example. " The College's general education requir ement s include two science courses for non-scie nce majors. Offering s include courses specifical ly designed for the nonscience major, such as the elective Chemistry for Changing Times. Non-majors also participate in Augsburg 's Science Education for New Civic Engagement and Responsibility program (SENCER), funded by the National Science Foundation. Through SENCER, biology and chemistry stud ents have engaged in hand s-on projects, such as analyzing water and invertebrate samp les from area streams and providing the information to a Hennepin Conservation District water-quality database. In turn , students are inform ed as to how the data is used by legislative, neighborhood, and environmental group s. Joan Kunz, chemistry professor and c hair of the Division of Natural Sciences and Mathematics, has provided leadership for the SENCER program . She is ent husiastic about how thi s project brings together two critical element s in Augsburg 's mission-high quality science educa tion and an ethic of service to society. "Community environmental needs are served at the same time that science literacy is fostered in our student citizens," she said. hUGSB URG NOW 15 University of Minnesota 's Cedar Creek Natu ral Hiswry Area. After gradu atio n, he was hired as a research field manager in the program , and plans to cont inu e to grad uate school for an advanced degree in ecology. Augsburg science students have also participated in research at the Mayo Clinic, Argonn e atio nal Laboratory, ationa l Institut e of Health Summ er Research Program , and the University of Minnesota Sup ercomput er Institut e, to name just a few. Besides enri ching stud ent learnin g, Augsburg faculty-student research also contribut es lO the wider comm uni ty by advancin g scientific und erstandin g, ftercomplellqhisfreshma n year, RyanShea'06 found a research project working with Professor Ambrow Wolfin thesolidstatephysics lab. contribu ting to new appli cation s, and , in so me cases , in formin g public polic y. In psychology, Steblay's resea rch on false identifi cation in police line-ups , for exampl e, has contribut ed to th e U.S. Departme nt of Ju stice's new pro cedura l guide lin es for law enforcemen t regarding eyewi tn ess evidence . An exami nat io n of poverty patt ern s and th e census in th e Cedar Riverside neighborhood by Dupont and math ematics stud ents helped a non-p rofit organization frame its advocacy efforts . On yet anoth er level, resea rch serves as a "batt ery-c harger" for facult y, accordi ng to Engebretso n . "Researc h can be very exc itin g. It also remind s us that we as faculty are still Biology maj or JaredTrost '00 was offered a position at the University of Minnesota's Cedar Creek Natural History Centerfollowing his research internship there in ecology. learn ers and helps us maint ain humilit y in th e face of th e uni verse. We don 't have all the answe rs." of Minnesota's Materials Research Science and Engineering Cent er. Sometimes an off-campus expe rience leads A CULTURE 0 F C A R N G to a job . Go ldwate r Scholar Jared Trost '00, for example , pursu ed his interest in eco logy Stroll through Science Hall and you'll usually th roug h a se nior year research internship at th e find groups of stud ents hanging ou t in the Fall 2003 departm ent al office uit es. A strong se nse of co mmunit y is enjoyed by sc ience facult y and stud ents . "Beca use we teach our ow n labs , j oy," she said . Many Augsbur g scie nce gra du ates ON THE probably wou ld not have co nsidered 0 R I Z ON majo ring in sc ience or pursuin g scie nce have small classes , and advise our ow n careers with out thi s level of facult y majo rs , we spend a lot of tim e with our involvement and Augsb urg's support stud ent s and co me to kn ow th em well," progra ms. Science facult y wo rk clos ely said Capm an . with stud ents in Augsbur g's Cent er for ugsburg is extending its pledge to A prepare the scientists, health ca re and mental health professionals of the Robin so n-Riegler's psyc hology Learnin g and Adap tive Services (CLASS) futur e through collaborations with stud ents call her by her first name. "I and Access Cr nt er (for stu dents with like th at. Augsbur g is a place wh ere I ph ysical o r learnin g disab ilities) and the commu nity partners such as Fairview can get to know stud ents well enough to StepUP pro gram (for stud ents in Health Services, United Hospitals, and help guid e th em th rough thi s very recove ry from alco hol and dru g Hazelden. These alliances allow expanded tumu ltu ous tim e in th eir lives. " depend ency) . ed ucational oppo rtunities for studen ts as they prepare for careers as clinical "The undergraduate years are the last opportunity for rigorous academic study of math, science, and engineering by many of the future leaders of our society-who will have to make momentous decisions that involve science and technology. " -The National Research Council laboratory scien tists, nurses, and chemica l dependency counselo rs. Among the emerging initiatives are a new clinical laboratory science maJor to prepare health professionals in laboratory A ment oring relationship with Augsbur g has also supp orted medicine, in partner ship with Fairview stud ent s often leads to what chemistry's stud ent s from un de rrep rese nt ed group s Sandra Olm sted calls "head- to-h ead , in pur suin g gradu ate studi es after Health Services; an art iculated agreement soul-sea rchin g academic advi sing." co llege with a Ronald E. McNa ir Post- that allows more seamless connection Baccalaurea te Achievement grant. between Augsburg's and Hazelden's "Sometim es a s tud ent picks a career path based on admirin g so meo ne, not "lnclu sivity in our progra m is key to necessa rily on his or her ow n calling," Augsbur g's missio n ," said Du po nt. "By she said . givin g th em th e too ls and ex periences to educational programs; and the Augsburg Academy, a charter schoo l focused on Reca lling a s tud ent who had always build th eir co nfid ence and co mpetence, health careers, in partnership with want ed to be a doc tor, Olmsted said th at stud ents w ho might have bee n writt en Fairview Health Services, Luther Seminary, whil e workin g at a part-Lime jo b at a off can encl up succee din g." and othe r organizations. hospit al near campu s , th e yo un g man discovered he didn 't like being aro un d ick peo ple. As his adviser, Olm ted Robin so n-Riegler chara cterizes Augsbur g's app roac h to scie nce edu cation as "a laun ching pad for youn g helped h im ex plo re oth er paths. He peop le. You learn th eir dr eams , you see eventu ally went on to Yale University w hat th ey're good at, and and beca me a medical resea rcher. "We th em on ." try to help stud ent s discove r th eir Cy111h ia Hill wriles fr eque111 /y a/JouI Augsburg College and is a parlller <II Rw11111 el, Dubs and Hill. uniqu e talents and what brin gs th em Fall 2003 )' OU cheer • A- UG 8 RG NOW 17 MENTORING andNETWORKING BY PROFESSORS PAYS DIVIDENDS FOR STUDENTS by Dan Jorgensen ugsburg College Th e University of math ematics and Minn eso ta also serves science as a key summer student.s---in addit ion research site for Wolf to winnin g such and his students who prestigious awards as have worked at th e the Goldwater Material s Research Scholarship (five in the Science and past seven years)Engin eering Center often find themselves (MRSEC) for th e past in line for major four summe rs. There , su mm er research projects bring toge ther oppo rtuniti es and research ers from acceptance into some chemistry , ph ysics, of the nati on's leadin g material s scie nce, and grad uat e program s, engineerin g. In thanks in no small part addition to his physics to th e research work students Wolf has also (L to R) ProfessorsRonFedie, chemistry; J. AmbroseWoll, physics; and NicholasCoult, an d outside consultin g worked with students efforts of th eir professors. mathematics, offer their studentsadvancedresearchand internshipsopportunitiesbecauseof researching polymers , their own research, networking, and collaborationwith universities, researchinstitutions,and Faculty like icholas the same field as Fedie . industry across the country. Coult in math emati cs, "Polymers are at the Ron Fedi e in chemistry, heart of my work ," Fed ie labo rato ry as well as in places like Target and J. Ambro se Wolf in physics , brin g stated . "Because there are probabl y 200 or Co rporation , where th ey'll have th e both "real-wo rld " expe riences dir ectly to more local companies involv ed directly chan ce to use th eir math ematics skills . th eir classroom instru ction and pro vide with polym er use, the indu strial Fedie , who came to Augsburg in the facult y-stud ent resea rch parLnerships that applications are almost limitle ss. As a mid -1990s after earning his Ph.D . in help prepare th eir stud ents for graduat e chemist, you have higher th an a 70 ph ysical/polym er chemistry from th e sc hoo l, indu stry int ernship s, and job perc ent cha nce of working ,vith polymer Unive rsity of Minn eso ta, said many chemistry, so I'm pleased that we've op portuniti es . chemistry stud ents find resea rch or created a number of ties between Coult , who earn ed his Ph .D. in internship opportuniti es in places like app lied mathematics at th e Universi ty of Augsburg and th e industry . Through the 3M , Aveda, Aspen Resea rch , Hon eywe ll, RSEC collaboration we are able to give Co lorado , came to Augsbur g thr ee years Genera l Mills, and Medtronic . He has also our undergraduat es opportunities that ago after serving as a postdoc tor al been ab le to work in a team setting with only graduate students might get at other researc h asso ciate at the Institut e for one of his students at th e U of M's institutions. " Mathema tics and its App lications at th e Research Site for Educator s in Chemistry A course developed by Fedie , Th e University of Minn eso ta. With h is U o f M (RSEC), where Augsburg has a grant to Properti es of Polymers , has been th e only con nection s, he is assis ting in develop ing help und ergraduat e stud ents work und er regular undergr aduate course offered on oppo rtunities for stud ents to take th e sup ervision of Ph .D. advisers. this topic in the Associated Colleges of int ernship s at its St. Anthony Falls A 18 A-UGSBURG NOW Fall 2003 Lhe Twin Cities (ACTC ) consort ium. Polym er are long chain molecule that are eith er natural , such as D A, proteins , and cellul ose , or syntheLic. Synth etic polym er rang e from poly(e th ylene terep hthal ate) PETE, used to mak e sof t drink bottl es an d polyester fibers, to poly(s tyrene) PS, used for insulation and co ffee cups , to poly (ethylene ), the flexib le type used in plastic sheetin g and trash bags. It also can be blended for use in every thin g from car Lires to fabrics LO artificial turf. "Polymer ," Fedi e said , "are th e synthetic age of materials that we're in toda y. In many way , th e 1960s movie The Graduate s till has it correct- th e futur e is plastic s." Polym er study also carries over to ph ysics and th e thin films application s researc h that Wolf is doi ng. "Polym ers allow for flex ibilit y and co uld be used to make tran istors , the building blocks of co mput er chips . Thes e cou ld th en be sprayed onto any surface and logical elements created . Speci fically, th ey co uld be sprayed on non -r igid surfaces like clothing , si nce th ey are very thin and lightweight. If every thin g in a store , for example , had th ese sprayed-on pol ymer inform ation piec es, all items in a shoppi ng cart co uld be sca nn ed at th e sa me tim e without being taken from th e cart. It creat es grea t research possibiliti es for our stud ents ." Wolf's primar y research has centered on Magnetic RAM (MRAM) , a co mpl ex proc ess used for s torage densit y on th e read-h eads of co mput er hard drives. "MRAM will revolutionize comp uter memory and storage as we know it," he said . "Part of this research also is done in my Augsburg lab. We are working on basic equipm ent at this point , but the resea rch shou ld reac h 'publishable ' leve l during th e nex t academic year." Becau se of th e ex tensive researc h work Augsbur g stud ents have done not on ly at th e Univer ity of Minn eso ta, but in places like Wisco nsin , Corne ll, tanford, and Univers ity of CaliforniaBerkeley, th e Chemi Lry and Physics Departm ents are coo perating on crea tin g a bachelor 's degree in materials science for stud ent int erested in that area and Fall 2003 currently doing doubl e majo rs in phy ics and chemi try. Throu gh ACTC classes , th e new majo r also will serve Universi ty of t. Th omas engin eer ing majo rs. "Our new genera l edu cation curriculum pro vid es for th e co urse arrange ment for such a maj or," Wolf said . "And loca l industri es are int eres ted in this typ e of major. Its graduates will be very empl oyable, boLh loca lly and nat ionally; and it mirror s th e resea rch side in our coursework. " Wolf, who created Augsb urg's so lid Late ph ysics co ncentr ation , did postd octoral resea rch at Basel, Switzerland, and th e Nava l Re earch Laboratory in Washington , D.C., after earning his Ph .D. from the University of Ka in and th e Research Cent er in J0li ch , Germany. Th e new co ncent ration brin gs all of the ph ysics resea rch supp ort-s uch as co mput er program s and eq uipm entdir ectly in to th e classroo m. At th e same tim e, it provides elective co urses for stud ents majo rin g in chemistr y and math ematics . Cou lt's research also has brought new equipm ent LO Augsburg , primaril )' in th e form of co mput ers . The equipm ent is pur chased throu gh gra nt s from a Texasbased seismic-exp lora tion co mp any and i used to support his resea rch in co mputati onal method s in ap plied math emati cs. Augsburg tud ent resea rchers mak e heavy use of th e equipment both during th e summer and throughout the schoo l year. "I am working on severa l so ftware packages that use advanc ed math ematics to impro ve th e proces sing and analy is of data used in exp lora tion for oi l and gas ," Co ult sa id . "A math ema tical per pective allows us to have a precise und erstandin g of why a process do es or do e not work , and how it can be impro ved . My plan is LO ge t our tud ent dir ectly involv ed in this kind of work ." Coult has summer stud ents wo rkin g with National Scienc e Foundation-funded research . His stud ents build oftwar e th at will be appli cable to co mput ationa l research-solving prob lems by using th e comput er. Like his co lleagues in chemistr y and physics , ou lt ha helped start new classes, including Math 355 , um erical Mathematics and Comput ation , which lie at th e intersection of math emati cs and comp ut er science-his primary field of researc h. "This is an elective for both math ematics and computer science, and stud ents from th at clas arc well prepared Lo do co mput atio nal work in th e field ," he aid. "It is of int eres t LO stu de nts in th e sciences , too, especia lly thos e int erested in doing computational modeling. Genomics , where sc ienti ts will be sortin g th rough snippets of DNA, and bio-infomatic , wh ich deal s with pro cess ing and gathering in the biological scien es, are go ing to be growing fields where thi l rpe of training will be ideal. " • A- G BURG NOW 19 by 11111, Nor11rd handra Erdman came to Augsbur g with two years of co llege classes alread y on her tra nscr ipt , but had no particular major or caree r goal in mind . Now, one year after gra du ating, she has compl eted a master's degree and has begun a Ph.D. progra m al Yale University in sta tistics. "I never thought I'd be where I am toda y," Erdman reflected. and , as she loo ks ahead a cou ple of years, lhe statistic sh e's aimi ng for is lo beco me th e first African-A merican to compl ete Yale's doc toral progra m in statistics. Erdman came to Augsbur g after spendin g her ju nior and senior years of high schoo l at the University of Minn esota full lime taking general co urses. She chose Augsbu rg because of its small size and fou nd a co mfortable fit. She decided upo n a math maj or because the subj ect really challenged her, and becau se o f its exac tn ess and "how thin gs fall imo place." The fact that it's a science that can be carrie d out enti rely in one's mind , without too ls or lab experim ents, imrigu ed her. W hal made the real d ifference in Erdm an's experience at Augsbur g, howeve r, was selection as a McNa ir Scholar. Thi s federally-funded prog ram seeks to increase the number of gradu ate degrees earned by stu de nts from und erreprese nted segme nts of soc iety. Th e 18 stud ents who have been serv ed each year by the progra m, eith er lowincome first generation co llege stud ents, stud en ts of color, or other individu als und erreprese med in doc tora l progra ms, have been involved in research and oth er scholarly ac tivities lo p repare th em for doc toral studi es. Erdm an comp leted two research proj ects while she was an un de rgradu ate. For a summ er research proj ect in appli ed mat h, she used U.S. census co un ts to model the shifting residenti al palterns in the last four decades among blacks and C 20 ,4 UGSBURG NOW whit es in North Minn eap olis. She presen ted thi s research as an ora l presemation on campu s and as a session at the McNa ir Scholars conference at the University of Puerto Rico. Her seco nd resea rch proj ect was in pur e math , where she studi ed cominu ed fractions and tried to pro ve a series of openend ed qu estions. This resea rch was presented at a colloquium for mathematics, co mput er science, and ph ysics stud ents on campu s. As she began thinkin g about her voca tional choices , howeve r, it was a semester with math ematics prof esso r Ken Kamin sky that set th e course. "My favorite class was ChandraErdman'02 celebratedher Augsburg graduat ion probability and statistics," Erdm an with DixieShafer(left), McNairScholarsprogramdirector, said- she enjo yed the fun in and her mother , PaulaErdman(right).Erdmanis currentlya doctoralcandidatein statisticsat Yale University . probability and th e usefuln ess of statistics. Thi s int erest, combin ed with a requir ed teachin g experience in thought about gradu ate schoo l. As a first generation college stud ent , she grew up calculu s, which she really enjoyed , helped shape her goa l to teach at the with out role models to help her pur sue co llege level. edu cation or leach her th e process of learnin g. In fall 2002 Erdm an began a master's In the McNair program, she learned prog ram al Colum bia University. "I was how to co ndu ct and present research, terrified when I first go t th ere, thinking that everyo ne else was smarter than I what gradu ate schoo l is all about , and was," she said. "But after I started gettin g how to wril e appli cations and prepare for th e gra d schoo l exa ms. But, most A's, I felt I really did belong ." She imp ortant , she received lots of supp ort compl eted th e master's degree in a year. and encou ragement to gain the In seekin g doc tora l programs, confidence to succeed. "McNa ir help ed Erdm an loo ked not only at the schoo l's me to never feel alone," Erdman pro gra ms, but she also called its gra duat e reflected . stud en ts and talked with th em about She stays in contact with mathematics their ex periences . Yale's small size again professo rs Kamins ky and Rebekah see med like a goo d fit to pro vide the Dup ont , also McNa ir's resea rch director, comfort she so ught. Whil e im erviewin g as well as with Dixie Shafer, McNair there, she also conn ected wit h a facult y prog ram director. member who shared her int erest in Fo r so meo ne who admitt ed to not und ercoum ed popul ations and had a even kn owing what the Ivy League was , proj ect idea in mind for adju stin g the Erdman has already left her mark on on e count s. of its schoo ls and is ready lo tackle Erdm an admit s that before j oinin g the anoth er. • McNa ir Scholars progra m, she had not Fall 2003 LEARNING THEHUMANSIDEOF SCIENCE by Paul S. Mueller '84, MD hen sick people consult a physician Lo determin e the cause and treatment of their illness, they may also seek answers to existe ntial questions that science cann ot answe r (e.g., "Wh y me?"). Many patients rely on their spirint al beliefs and spirintal care providers to answ er these qu estions . Many patients , howeve r, also engage their ph ysician in existential discuss ions. As a physician who frequ ently conveys bad news to patients, my liberal arts edu cation at Augsbur g, mu ch more than my medical edu cation, has prepared me to participat e in these discussions . Unlike most of the hard sciences (e.g., ph ysics), medical science is inexact. At best, it is difficult to cond uc t research of organ systems (e.g., the heart and blood vessels) in iso latio n. Th e human body is a highly complex organism. Its organ systems are intertwi ned and exist in harm ony with each other. Furth ermore , medical science often involves ani mal research , the results of whi ch are extrapolated to hum ans . Whil e medical science is inexac t, clinical medicine is even more so . It is imp ossible for ph ysicians to appl y all of the techniqu es of the laboratory LO the patient's beds ide. In add ition, a patient is mu ch more than a biological organism. A patient has an emotional life, a sp iritu al life, and past experiences, all of which give meaning and purp ose LO life events, includin g illness. Furth ermore , like organ systems , patients do not exist in isolation. Rather, patients have relationship s with loved ones and communi ties. In fact, evidence is growi ng that psychological factors, spiritu ality, and interperso nal relationship s are importa nt determ inants W Fall 2003 of health , and seasoned phy icians recognize their imp ortance. Providing holis tic care by addressing the psychosoc ial, spiritual, and relational needs of patients leads to beuer health outcomes includin g recovery from illness. In 1984 , I gradu ated from Augsburg College with a B.A. in chemistry. I also completed the pre-med ical education requirements for medica l school. While in medical school and interna l medicine residency, I always felt my Augsburg science education was sufficient. While I certainly learn ed many facts at Augsbu rg, I also deve lope d a love of discovery th rough the scient ific method. I learned how to seek new knowledge by asking quest ions , developi ng hypo theses, and conducting expe riments--sk ills that I app ly LO my practice and research wday. Yet it was the Augsbur g libera l arts edu catio n that allowed me to thrive in clinica l medicine. Discussing a diagnosi s (e.g., cancer ) \vith a patient requires not only up- to-da te un ders tanding of the disease and its treatment , but also how such a diagnosis can impac t a perso n and his or her relations hips. Religion , philosop hy, ethics, art , and the other compo nents of a liberal arts education inforn1 me in ways that the ph ysical sciences do not. Not surpris ingly, it is from these areas, especially religion and philosoph y, that many patients draw meaning, pu rpose , and wisdom as they face and cope \vith illnesses. Like\vise, a liberal arts educatio n prepares physicians to empath ize and dialogue with patients as they face iIIness. Whil e the science major learns how to become a proficient scientist, the Augsburg liberal arts education informs the science major of other truths such as religious , phil osophi cal, and ethica l tru ths. Indeed , blind pur suit of cientific knowledge an d acceptance of scien tific materialism (i.e., the belief that everyt hing, including the hum an being, can be under wod as simply Paul S. Mueller'84, MD mauer ) can have devastatin g conseque nces. For examp le, the Nuremberg trials of Nazi physicians taught us that medical cience \vithoul conscience is un acceptable. A liberal arts edu cation inforn1s the Augsburg science major of what questions are worth answering and what it means LO be a scientist in the context of wday's world and its greatest needs . An Augsburg liberal arts edu cation also encourages scien ce majors LO seek and pursu e their vocation , or calling, rather than simply a job. Like patients , man y stud ents ask existential questions related LO vocation (e.g., "What is my purp ose in life?"). Science canno t answer these qu estions. On the other hand , a rich liberal arts educational experience can assist the stud ent in answering these questions . Some of my best memor ies of Augsburg are of long discussions \vith my professors related LO the meanin g and purpose of life. Indeed , I spe nt countl ess hou rs in these discussion s ,vith my mentor and adviser , Professor John Hoium of the Chem i try Departm ent. He taught me not on ly the principl es of organic chemistry, but al o helped me reconcile my faith with my know ledge of the physical uni verse. He role mode led vocation and what it meant be a conscientious scientist. These discussions inform ed me and helped hape my vocation , or calling-and continu e LO inforn1 Augsburg stud ents wda)( • Pau l 5. Muelle1; M.D., M.P.H., F.A. .P., is a con ulta11tat the Mayo Clinic Rochester a11dis president of che Augsburg College Alumni Association Board of Directors. ,4 GSBURGNOW 21 I BIOLOGY FORTHECLASSROOM by Betsey Norgard TEACHING THOSE WHO WIL[ IEACH eachers are often asked to recall past teachers in their lives who made differences along the edu cational journey.Jon Iverson '00 and Pete Ockuly '95 were biology majors at Augsburg. Both now teach science in public schools , and both readily talk about the differences biology professor Dale Pederson '70 , their adviser at Augsburg, made in their vocational decis ions . Iverso n teaches seventh- and eighthgrad e science at Anderson Open School in Minn eapolis, and Ockuly teaches biology at Champlin Park High School. Both believe that Augsbur g prepared them well to step into a classroom. Iverson and Ockuly are grad uates of a departme nt that prepares students for varying career paths-graduate or professional studies , secondary education, and industry and research positions. In all cases, it means equipping them with a solid foundatio n in biology Pederso n exp lains how difficult it has become LO under stand the leadin g edges of science without such a broad foundation . When he talks LO prosp ective seco nda ry schoo l teachers, he tells them how important it will be for them to "help [their] stud ents develop a useful und erstanding of th e fund amental aspects of biology, e.g. the cellular natur e of life, the cent ral dogma of information storage and expression , the correlations between cell divisions and pan erns of inh eritan ce, the unit y and diversity of life and evolution-above all, evolution. Whil e there are many hot topics in curr ent biology," he says, "most of them cannot be usefully addressed without such found ational knowledge and insight. " T 22 t4 UGSBURG NOW In addition to courses in biology, most biology majors also take six semes ters of chemistry and physics, and two semesters of mathematics . Iverso n says he felt this prepar ed him for a variety of science activities and teaching-more than many new teachers he knows who concentr ated in one major or focused on research. Ockuly feels his core science background is bett er than some of his colleagues. His perception is that his college training allowed him Loquick ly work at a level like that of his colleagues who had more extensive teachin g experience. Th e Biology Department's rigorous training begins with freshm an courses that includ e research projects throu gh which stud ents learn to und erstand science as process, how science knowledg e is acquired , and the limitations of sciencewhat types of qu estions it can and cannot ask. For futur e teachers , Pederson says, this will provid e grounding needed for them LO help their students , for example, if they become involved in science fair projects. "Teachin g science as process is not likely to be effective un less the teacher is experienced in research ," he says. "You can't learn how to do science by reading a book . ILtakes experience and mentorin g-a lot of mentoring." Th e departm ent also encourages students LO develop a sense of lifelong learnin g. "Th ere is no way that they can learn everything they need to know [at Augsburgl, but they'll know how to learn and teach th emselves," says Pederson. And , he hopes they take with them an enthu siasm and excitement for science. "You can't work in biology without BiologyprofessorDale Pederson'70 adviseshis studentsenteringteaching careershow important it will be for them to help their studentslearn the foundationand processof science to understand the growingcomplexities of life. developing a passion for it and a craving for the insights that continually reveal life to be both more complex and elegant than imagined ," he says. For his future teachers, Pederson says the depart ment also makes specific suggestions for courses to take. If, for instance, th e student hasn't had a plant biology course , Pederson recomm ends one, believing that plant biology should be part of th e high school curriculum . When speaki ng abou t their advising expe rience with Pederson, however, both Iverson and Ocku ly speak about it more from an intellectual than scientific persp ective. Both recall frequent Fall 2003 discussion s with Pederson about teaching, education , and edu cational systems . Iverson came to college already knowing he wanted to teach. He tells of recently cleaning out old paper s and finding a report from second grade in which he listed teaching as his choice for wha t he wanted to be when he grew up. He recalls Pederson as a "very, very, very tough teacher." "ln my first year I didn 't do very well in science ," Iverson says, "and I was thinking that I really shouldn 't do this . ln my second year 1 had [Pederson]. and he pushed me like no other instructor at Augsburg had. I think it was at that time I really started to develop intellectually. You could see it, not only in my grades , but in how mu ch I remembered after courses and in my attitud e toward other classes. "He taught me intellectually the effort it took and the patience it took to do science really well," Iverson says. Ock uly didn 't decide on teaching until late in his sop homore year. He can't pinpoint the actual decision , but can recall listening to teachers and thinki ng about how he wou ld explain the subj ect differently, or use different examp les. Ot her factors supp orted his decision to teach. He enjoyed coach ing yout h wrestling, and his wife, Kristi Ocku ly '95 , was in eleme ntary edu cation. Ockuly recalls thoughtfu l, and sometimes provoking, discussions he had with Pederson. "I remember specific conversat ions about Jon Iverson'00, a middle-school science teacher, can now appreciate the education system . It the "push" he receivedfrom his biology professors at Augsburgthat interested me to thin k and challenged him-and helps him seek the best from his students. talk about it, and perhaps helped push me into th ousands of doll ars because of the years education ," Ockuly says. "Dale was the or decades of research , design , and trials first person I ever had deep discussions that mad e it possible. wit h; he helped me realize that I wanted Pederson stresses that advisers at to teach. " Augsburg spend a great deal of time with In educating the ir own stud ents now; their students - in lectur es, in labs, in both Iverson and Ockuly want to impress one-on-o ne research, and in advising. how important science edu cation is for Students become comfortab le talking with everyone, not just for the stud ents who their advisers, mak ing it easier to discuss want to become scientists. how to select app ropr iate courses , "I believe the goal of science education experiences, and activit ies for tho se should be educating [students[ enoug h to stud ents . be able to vote on important science For stud ents go ing into classroom issues, to be able to deal with household teachin g, the departm ent can arran ge prob lems that they might have, or pra ctical teaching experie nces. Iverson prob lems at their businesses ," Iverson worked as a lab assistant , helpin g teach a says. "If their city decides to bui ld a stom1 biology class for non-majors . "The sewer, they should be able to hear opportuni ty to deal with tud ents who argum ents on both sides and really didn 't want to be th ere and didn 't then decide whether it's a have a good grasp on a lot of science " good thing or not." was a lot like th e middl e school science Ocku ly tries to help his classroom whe re he now teaches, he says. stud ents und erstand the At Augsburg, 10-15 students each year complexity of probl ems, in maj or in biology, chemi try, ph ysics, or additio n to the advantages , math wit h seco ndary teachin g in mindthat result from the explosion areas of current teacher shortages. Th ey of science and techn ology. have advisers in bot h their major He gives medical care as a discipline and in edu cation- something prim e example. What once not often the case in teacher training were friendl y hom etown progra ms. doctors' offices have given Advisers from th e two depa rtm ents way to techni cally-advanced depend on one anoth er, says Pederson , clinics. He tries to help his and co llaborate on planning scie nce Ideas from many of the discussions on educational systemsand stud ents und erstand how, for requir ements. "Th e bottom line," he science standardsthat Pete 0ckuly '95 fondly rememberswith Dale example, a small tub e for a says, "is th at both want the student to Pederson, his biology adviser, have found their way into 0ckuly's heart procedur e may cost succeed ." • biology classroom at ChamplinPark High School. Fall 2003 A-UGSBURGNOW 23 I ONTHEROAD TO by Betsey Norgard andr a Olmsted '69 , associate professor of chemistry, often wonders what her former classmates and stude nts are doing in the field and what she can learn from them. Sherry Jennings-King , director of corporat e, foundation , and governm ent relations , has wondered, in her new job , how she could gain ent ree to major area corporat ions to build institutiona l relation ships with the College. She happens to have a degree in chemical engine ering. So, they teamed up . Olmsted identified Augsburg chemistry alumni worki ng at area corporatio ns, and the duo visited them for lun ch and conversa tion. Olmsted and Jennings-King 's agendas were differentOlmsted was anxious to hear what th e alum s could tell her about new and chang ing ski lls in the workp lace and , from their perspectives , what emerging trends might impact Augsburg's chemistry curriculum . Jennings-King was hoping to build bridges that wou ld help bring internships , partnerships , and finan cial support to Augsbu rg. In meeting th e alumni , Olmste d says it opened her eyes to new and emerg ing opport uniti es for her students , especia lly in the combin ation of chemistry with ot her disciplines . One grad they visited combined chem istry with computer scie nce. He writ es softwa re that run s hosp ital instruments and allows th em to communicate across distances , enab ling doctors in remo te loca tions to access medical data and follow pat ient prog ress. He says his kn owledge of how chemistry works in the bod y mak es him a bett er software engineer because he can und ers tand the data in more depth . One person they visited is Dean Malotky '71, vice president and prin cipal at Barr Engineering. In his 25 years th ere he has been in on the ground level to develop assessment SherryJennings-King(right), ~irector of corporate, and remediation meth ods for waste foundation, and governmentrelations, and Sandra Olmsted disposal sites . Serving as an expert '69 (left), chemistry professoi, haveteamedup to connect witn ess in cou rt , he helps resolve with and learnfromchemisryalumni in the metro area. S 24 A-UGSBURGNOW legal battles fought over the extent of liability and share of cleanup costs that compa nies are assessed. He tells of a big case in New J ersey where thr ee maj or comp anies had to divide up the total cost of cleanup . Malotky 's job was to look at five or six different chemi cal manufa cturin g facilities to evaluate their products and by-products , as well as the raw materials that went into each facility, to determine th e extent to which they contribut ed to cont amin ation. Earlier in his tenur e at Barr, Malotky help ed wr ite th e specifications for analysis of samples at the companies where they were outsourced, in order to ensur e accuracy. After Augsburg, Malotky says he felt well prepared to pursue doctoral studi es at th e Un ivers ity of Wisconsin-Madison. Since joining Barr Engineering , he has helped the company grow from 40 employees to over 350 and win severa l awards as a good place to work. Shann on Hess , associate chemist at Aveda, gradu ated in 2000 and told Olmsted and J enning s-King, "I've loved my j ob since th e day I started two-and-ahalf years ago." Her work at Aveda, a cosmetics compa ny whose vision is "connecting beauty, environm ent , and well-being ," is challenging because of th e strict guidelines for using on ly naturallyderived materials. She explain s that instead of using synt hetic raw materials , Aveda chemists mu st try to replicate the benefits and perform ance with natur ally derived and organ ic raw materials. Hess' work is to acquire new organic essentia l oils for fragran ce formul as. She is in daily communi cation with supp liers, who may be comp anies in England , South Africa, Australia , or lavender farmers in France . Aveda also buys natural products from indigenous Fall 2003 Shannon Hess '00 uses her chemistry to create personal care products from naturally -derived and organic raw materia ls. Aveda and its co mmitm ent to environm ent al issues. She says that awareness of we llness is so methin g she wo rks with every da y, "thinkin g about what you put on your skin and in your body." While her plans may includ e graduat e schoo l some day, her work at Aveda is giving her the experience she want s to advance her car eer in th e persona l care industr y. J onath an DeVries '68 is a techni cal manage r at th e Medallion Laborato ries division of Gene ral Mills. For almos t 26 years he has been in th e forefro nt of und ers tandin g, develop ing anal ytical method s , and buildi ng sta nd ards for certain nutriti onal and food safety guid elines. His work has cent ered on th e infor mation co nsum ers read on the nutrition al labels o f foods th ey eat, with ex tra emphas is on th e term "dietary fiber." Prior to th e 1980s , "cru de fiber" was th e basic nutriti on label, but thi s excluded a significant portion of health y dietary fibers in the foods. DeVries was instrum ental in sta nd ardizing th e definiti on of dietary fiber Dean Malotky 's work takes him into courtrooms to present expert and in standardi zing and validatin g technic al information toward resolut ion of legal issues around meth ods of extrac tion and analysis for environmental contamination and cle an-up. genera tin g nutriti ona l labe ls , wo rkin g throu gh th e Associa tion of Officia l Analytical Chemists (now AOAC lNTER NATIONA L) , gro ups aro und th e wo rld , trying to which established internationa l guid elines for th eir und erstand and inco rpora te use of th eir raw mate rials as they are used in th eir usage. De Vries cred its professor emeritu s J ohn Hoium for cu ltur es. emph asizing a solid scie ntifi c found at ion and process At Augsbur g, a p lant biology co ur se for co ntinu al learnin g, ra th er than the spec ific body of with recent ly-retired Prof. Est her chem istry learn ed . DeVries wo uld advise stud ent s not McLaughlin spark ed Hess' int erest in Fall 2003 A-UGSBURGNOW 25 Olmst ed and Jennings -King plan to LO worry too mu ch about computer and other continue their visits with area chemistry techn ology that will change , but to "mast er the alumni. Jennings -King has already told learnin g pro cess an d the basics of the subj ect area, and Olmsted that it's tim e LO hit the road to loo k at all the data at their disposal before dr awing co nclu sions ." again. • From these thr ee chemistry alumni and others, the feedb ack Olmsted heard already has brou ght chan ges to the way chemistry majors are taught. First , a new sec tion o f a speec h course that focuses on how to present techni cal infor mation and research , including makin g presentation s to various audi ences , is being develop ed. Second , the fourJonathanOeVries ' work at GeneralMills over 25 years has involveddevelopinganalytical semes ter chemistry methodsand standardsfor nutritional and food safetyguidelines, especially concerning semin ar for juniors and dietary fiber. seniors has been revamped to be of greater value to what stud ents can expect after they leave Augsburg . Stud en ts will also get more hands-on expe rience in using instrum ents . Olmsted says stud ents need to feel comfortabl e about the kinds of instrum ents they may encount er in the wor kpla ce-no t only how LO use th em, but also how to int erpret th e data . "This will prepa re th em to be functioning chemists as well as fun ctionin g grad stud ents ," she says. Olmsted also heard alumni speak abo ut the imp ortance of understanding the patent process , especia lly important for stud ents pur suin g studies in publi c researc h instituti ons where protec tion of resea rch is para mount. Jenning s- King has see n ben efits as well. When she submits propo sals and comp anies ask how engaged Augsburg alumni at th eir co mp any are, J enning s- King can report co nfidentl y on their meetings . Th e College has estab lished new internships with these co mp anies and SherryJennings-Kingand SandraOlmsted'69 review sketchesfor the received in-kind donati on of new science building, which has beena topic of discussionin their eq uipm ent as well. visits to metro-areachemistry alumni. 26 .4UGSBU RG NOW by Lynn Mena ehind Lhe door of a small laboratory in the lower level of Sverdrup Hall, Augsburg senior Scott Kuhl is manipulatin g reality. Kuhl, an undergraduate research assistam, is part of the Departmem of Comput er Science's Localization Project, analyzing the cues Lhat people use to locate Lhemselves when the y ent er comput er-created virtua l environm ents. Kuhl has participated in the Nationa l cience Foundation-funded project since Lhesum mer of 2001. "Generally speak ing, we're trying to answer qu estions abo ut how people perceive thin gs," says Kuh l, a comput er science and mathematics doubl e major. "Similar research ha been done in outdoo r environments. We are dupli cating that work in a virtu al environment. We're imerested in seeing the difference between doing the experiments in a virtual environm ent versus a real environm ent. " The proj ect consists of two sets of experime nts , the first involving selflocalizatio n and the second dealing with rotational recalibration. The subjects in all of the experiments view the virtual environm ent by using a head-moum ed display. They can move freely, able to turn around or look up and down in the virtua l environment. Kuhl wrote computer programs to rend er the virtua l environm ents for bot h sets of experim ents . Karen Suth erland , Augsburg associa te professor of compu ter science , based the overall vision of the project and the set of localization experiments on her previous work in both robot and real-world localization . Experi ments in selflocalizatio n have been condu cted in the real world for many years. More recemly, researche rs have begun exp loring virtua l space and asking the question: "Do we use the same techniqu es to locate ourse lves in B Fall 2003 Scott Kuhl's head-mounted "glasses" give a manipulatedview of reality, as he uses a virtual environmentto study how people locate themselvesin a given space. virtua l space as we do in real space? " Th e project's set of rotationa l recalibration experim ents was developed by Kuhl, and is inspired by a research proj ect he participated in at the University of Utah the su mmer of 2002. "They had a tread mill-like system \vilh screens, where you walk straight ahead while the virtual wo rld is displayed on th e screens ," ays Kuhl. "As part of their research, they changed how fa t the virtual world moved as you walked . The world would , for exampl e, move twice as fast as it should have." This experie nce prompted Kuhl to pond er what wou ld happe n if instead of changing Lhe rate that the world moves as you walk straig ht , you changed the rate at which it moves as you rotate. "I'm interested in learnin g about the process of adjus tmem and how we might adj ust differemly in virtua l environments Lhan we do in real-world environments ," says Kuhl. In Kuhl's expe riments , participants put on the head-moumed display and are shown a comput er-generated wall with a post er on it. After viewing the poster , participants close their eyes and are instru cted to turn around in place so that Lhey are facing in the same direction as the y were origina lly Then , th y are told to look at a series of posters by follow ing a set of instru ctions. After these instru ctions, participants view another po ter, close their eyes, and turn around in a complete circle so they are facing the poster again . "I've parti cularly enjoyed the techni cal a pects of this research- although the psychological aspects are a bit of a challenge," says Kuhl. "It's really neat to relate what I've learned in my math ematics classes to what I'm doin g ,vith comp uter graphi cs." When the experiments are complete , the results will be compi led and analyzed statistically, comparing results of the previous real world and robot experiments with these. Th e rotational recalibration exl)eriments ,viii also erve as Kuhl's departm emal hon ors project. After he gradua tes Lhis sprin g, he plans to pursue grad uat e studi es in co mput er science. In addition to Lhi work, the co mput er science departm ent will be performin g experiments usin g a data glove in the virtual environm em , and is also using the lab to develop a comput er graph ics cour e that incorporat es virtua l reality topics . "I can see lots of opp ortuniti e in th e future to use our lab-n ot just for virtu al reality, but also for robotics-as we ll as a combination of th e two," says utherland . • ,4uGSBURG NOW 27 dam McWeLhy graduated with distincti on and with deparm1ental honors in psychology last spring. Four years earlier, he had learned about Augsbu rg's StepUP program and decided to app ly- a decision Lhat wou ld change his life. "I knew nothing about Lhe school and wasn't even Lutheran ," McWethy said. "But I knew I had a great oppo rtuni ty in this one-of-a-kind program ." McWeLhy was on e of approximatel y 40 stu dents in Lhe growing StepUP program, which provides a support ive environm ent to allow stud ents in recovery from add iction achieve academic success. McWeLhy's appreciaLion of StepUP's mission has now broughL him into leadership positions on StepUP's advisory board and , since graduation , on a StepUP alumni board . McWeLhy became a psychology major in his sophom ore year. "I came here because of StepUP, but it was the Psychology Department Lhat allowed me to find my niche and to excel." He curr ent ly works as a chilcVfamily advocate at Wayside Hou se- where he also completed his psychology internship . Th is program provides safe hou sing for women in recovery from chemical dependency. McWeLhy spends his time working with teams who are Lrying to accomplish what is best for the children of Lhe residents . He says he is "on the front line of a war to save kids' lives." McWethy has also worked on a numb er of research projects , most recently with Professor Nancy Steblay. For the past two years, McWethy and Steblay have collaborated on a project in psychology and law that includes Steblay's research colleagues at Lhe University of Texas-El Paso. Together, the team has collected and analyzed a massive amo un t of laboratory data addr essing three interrelated variables in the ju ry decision-making process: inadmissible evidence, judicial instruction to disregard this eviden ce, and type and timin g of such instrucLion. A pap er, which A 28 A-UGSBURG NOW At Augsburg, AdamMcWethy'03 discoveredhis passion for research in psychologythat helped him shape his goals in working with children. McWethy co-auth ored , was presented in Jul y at the International Interdisciplinary Psychology and law conference in Edinburgh , Scotland . McWethy's honors Lhesis was a section of this research and specifically investigated the impact of charging instru ctions that follow a trial. McWeLhy's internship and his research experiences are part of an education that allowed him "oppo rtuniti es to go above and beyond the classroom. " 'T hat is what I love about Augsburg," he said. "There is always room to do your own thi ng, and you truly get out of the school what you put into it." According to Steblay, what McWethy "put into" the academic endeavor was laud able. "Adam's skills of analysis and syn lhesis are remarkab le," she said. "His talents are well-suited to Lhis domain of research- an inquiry Lhat merges psychology and law. He has a particu larly sharp eye for the policy implications of the data. Adam is a valued collabora tor; the products of our work have been mu ch richer for his contributi ons ." The research experience dramatically influenced McWeLhy's futur e plans . "While my jobs have shaped my interest- helping children - it is my research experience that has altered how I believe I can be most effective in solving kids' problems. I began to truly comprehend the power of research to alter the way in which society views prob lems. It is only through research Lhat the way we heal can become more effective," said McWethy. He plans to apply to graduate programs in psychology and law. "Augsburg gave me a focus and a passion that have allowed me to exceed all my expectations for myself. No long er do I mak e excus es ... Inst ead , I now do what I need to do becaus e I love it and because I see the good thaLcan result from my work. " • Judy Petree is media relations manager. Professor Nancy Steblay contributed to this story. PROFESSOR NANCY STEBLAY : Involving students in reSl,IJ;Pft Professor Nancy Steb lay believes the goal of the psychology department is to facilitate students' movement from learning about the disciplin e to becoming active contributors to the discipline. Each psychology major must comp lete at least one major laboratory research project under the guidance of a faculty member , plus at least one com muni ty-based interns hip . Steblay's ongoing research projects have established her as an expert in areas of psychology and law and have given her student s challenging original research oppo rtunit ies The research Steblay and her student s have carried out on police lineups has contribut ed to recent U.S. Department of Justice police procedural guidelines for the gathering of eyewitness evidence. Her projects focus on proper lineup structure and format, assessing far''1rs of social influence and witness memory in the identification process. Recent cases in which convictions have been overturned by forensic Fall 2003 SEAN TRuMANA PERSONAL PERSPECTIVE Psycho logy professo r Sean Truman is beginnin g his secon d year teac hin g in th e department. Augsburg Now edi tor Betsey Norgar d talked with him about stu dents and teaching. Whydid Augsburg interest youas a placeto teach? I'm int eres ted in und ergrad uate excellence, and I'm int erested in gro undin g edu catio n in the libera l arts NancySteblay , professor of psychology DNA tests have revealed a crucial finding: Mistaken eyewitness identifications have been the primary evidence used to convict innocen t people. Thus, this research has critical implications for soc iety. A secon d line of resea rch bega n with a 1999 article, co-authored by Augsburg stude nts, regard ing the effect of pretrial publicity on jury verdicts. The research team found that pretrial publicity produce d juror expectations of defendant culpability before the trial and ultimately produced higher conviction rates. Traditionaljudicial safegua rds did not reduce the pub licity's impact. Since then, additional teams of Augsburg students have advanced our understanding of comp lex nuances of memory that underlie pretrial publicity effects. -Betsey Norgard Fall 2003 tradition .... I also th ought that th e caliber of my colleagues in th e Psycholo gy Departm ent was remarka ble. The people in the departm ent were clearly committ ed to teac hin g, and to prod ucing research and wo rkin g in th e communi ty on things that were im po rtant. I found that compe lling. Whatdo youseek for your students? I want to be unapolo get ically demandin g of st ud ents. I want them to be int ellectuall y sop histicated , rigorou s, consi dered people who have th e capacit y to dea l with int ellectua l ambig uit y and who can manag e in a worl d th at is frequ entl y contradi ctory. The world is co mpli cated, and what we do here is help peop le to dev elop a capacity for compl ex thinkin g that serves th em throu ghout th eir lives. The way we do th at in th e psycholog y department is th ro ugh scie nce-based und ersta nding of peop le's experiencewhether it's peop le's emot ional exper ience, cog nitiv e pro cess, socia l behavior, or what have yo u. These are all different slices of how we , as psycholog ists , think about human expe rienc e. There's nothing magical abo ut one parti cular pers pective; it's th e disciplin e we bring to th e perspective th at I think is really useful. You don 't know who's in your class. You have no idea. l'm hop ing I hav e a futur e senator in my class. Wh en she sits on a Senate sub-commiu ee, she 'll think , "How do we evaluate thi s iss ue? W hat is th e justifi cation for spending a half billion dollars on th is program? Whe re is th e eviden ce th at this approac h wi ll be effective?" We hope that our stud ents are discip lined and rigorou s thi nkers when th ey leave the College. Some of the most comp elling mom ents l've had here are when stud ents begin to Psychology professor Sean Truman see th emselves as intell ectu ally sop hist icated. Early on in college students rarely appreciate their own capac ity for exce llence; they don 't see the horizon that 's possib le for them. Th ey can exce l in ways that the y don 't yet appreciate. It is really fun to see students change ove r four years in ways that are simply astounding. How will a newsciencebuilding makea difference in your department? The first thing a new science buildin g does is provid e ph ysical evidence of an institutional commiu11ent to th e sciences. When we app ly for grants , a new building will mak e it possible to su pp ort larger and mor e substantia l proj ects. Il puts us in a mu ch more co mp elling position to say, "We have intell ectu al cap ital here , we have th e capacity for hard work here, we have th e institutional and organiza tional capacity , and we hav e th e capaci ty to contr ibut e in a serio us way through our laboratory resea rch." In th e encl, havi ng th ese reso urces wi ll mean that our stud ent s get more opportuniti es to do meaningf ul work with faculty. We have to recog niz e and be honest abou t th e fact that we've don e great work. This work has tak en pla ce wi th out many resources. While people have done an incr ed ible amount with what they have, we also should be clear that the limit ed resourc es redu ce our capaci ty to do work that wi ll be meanin gful, larger in scope , and more comp elling and productive for our students. • A-UGSBURGNOW 29 LAB ight scientists are gathered round a conference table for a regular week ly meeting. As they begin reportin g their research to the group , the talk is of variations in ULF and VLF waves, compi lation of PE and QP/PE data, progress on papers to be presented at professional conferences, etc. This would not sound unu sual unt il it's realized that the meeting is taking place on a small, private college campu s, and five of the eight part icipants have only ju st completed their first or second year in college. Each summ er, as part of the funding Augsburg receives from the National Science Found ation, NASA, and others, physics professor and departm ent chair Mark Engebretso n selects promi sing physics and pre-engineering stud ents for research proj ects in the physics labs. Engebretso n says that the depart ment tries to provide all physics maj ors with research opportu nities- the experience helps physics and pre-engineering students with graduate school admi ssions and helps them compete for national fellowships. Geoff Shelburn e, who is beginn ing his j un ior year, began workin g last year with Augsburg physics senior Alexa Halford '03 on a paper titled "Latitudinal and Seasonal Variations of Quasi-Periodic and Periodic ELF-VLF Emissions." The paper, a statistical study of extremelylow-frequency (ELF) and very-lowfrequency (VLF) waves using data from severa l stations in Antarctica, includ ing the South Pole, won Halford a top student award last year when she presented it at the spring meeting of the American Geophysical Unio n. This was one of two such awards Lo Augsburg E 30 ft UGSBURGNOW Sophomore physics studentsSteveQuick(left), Erik Lundberg (centerfront), and Matt Argall(right)watched as junior Jon-Erik Hokenson (centerback) demonstrate s howto run and plotdatafromgroundstationsand orbitingsatellitesoverAntarctica . students in the last th ree years, who comp eted against mostly graduate stud ents, some of whom were presentin g their Ph.D. work . Shelburn e's work has focused on identifying, tabu lating, and plottin g occurrences of various types of these waves as a function of the time of day for an entire year at four different stations in Antarctica- a time-consumin g and tedious jo b. Engebretson points out at the meeting, however, that Shelburn e has made a valuable con tributi on with his meticulous work , because of surp rising variations that can be observed only when stud ying th e data in the detail he plotted. Shelburn e is workin g with Engebretson to comp lete the paper and ready it for publi cation next year. The final author list will includ e Halford, Engebretso n, assistant scientislj ennifer Posch '94 , as well as researchers at the British Antarctic Survey and at Stanford University. Engebretson points out that all the department 's fund ed research is do ne in collaboration with physicists at other schools and instituti ons, part of the educational process for the students. Shelburn e has put in his time learnin g the detailed, routin e task of collecting data. Next summ er, he hopes to gain additi onal research experience at another school or research laboratory- somethin g that Engebretson encourages most of his stud ents to pur sue. Jon-Erik Hokenson, who ju st completed his sophomore year, is teachin g thr ee first-year research stud ents in the space physics lab how to run and plot the routin e data-th e same kind of work he did last year as a freshm an. Part of their work involves comparing the data recorded daily by an orbiting satellite with dat a recorded at the same time at the ground stations to see if the same events are observed. It requir es using a comput er program to translate num erical data int o spectrograms, or colored char ts, that show wave activity. Hokenson is a physics and math major, and also has a comput er science min or. The comput er progra m familiarity comes in handy when stud ents must wr ite their own programs in order to run the data they want. Comput er science and physics stud ents have been Fall 2003 collaborating over the past coup le of years on new progra ms in the physics labs . Back in the meeting, first-year research student Erik Lundb erg reports to the group on the difficulti es he faced wit h such a compu ter progra m while trying to run the data requ ested by a researcher at anot her inst ituti on. Wh en the printer refused to spit ou t any data beyond 1999, Lundberg wro te a new progr am to eliminate the prob lem . Engebretson asked him to inst all it on all the lab comput ers. Lund berg recogn izes that science is a lot of rout ine. "Sometim es you run the numb ers several tim es and it doesn't work; but one time it works ... and it's exciting." Heather Greene '04 reports to the meeting that her paper is completed and will be presented at a McNair Scholars conference the following week. The paper and the National Science Found ation . The McNair program seeks to prepare stud ents for doctora l studi es and to increase the numb er of gradu ate stud en ts from und errepresented sec tors. Through the summ er experience, Greene says, "I am starting to learn the process of research and what I need to network wit h others." To prepare for her conference presentation , Greene was able to bu ild confidence wit h presentations to her two ph ysics pro fessors, Engebretson and Professor Ken Erickso n '62 , as well as to the McNair Scholars staff and stud ents . Augsburg's physics department has a long history of both involving stud ents in ongoing, original research and of collabora ting with other scientists literally aro un d the world . Hokenson said that he had j ust sent thr ee CDs of data to a researcher in England who had requested it. Some of Shelburne 's data came from Stan ford University Senior HeatherGreene's research on geomagnetic activity was and the Brit ish Antarctic Survey. presentedboth on campusand at a McNair Scholars Recent physics grad uate Jesse conferenceat PennState University. Woodroffe is still comparing data from four European satellites, studi es the activity recorded by satellites obtained from a researcher in Germany durin g a geomagn etic storm to help wit h da ta from Augsbu rg's own und erstand its effect on communi cations instru ments . systems as well as hum an health . After gradu ating from Augsburg, Greene's summ er research was fund ed Erickso n return ed in 1970 , to teach space by both the McNair Scholars program Fall 2003 --- , ProfessorMark Engebretsonreviews data in research carried out by graduati ng senior Jesse Woodrolle , who 1sheadedto a teaching assistantship and fellowship at the University of Minnesota. physics at both the University of Minnesota and Augsbur g. Following the example of his faculty mentor at the university, he began involving stud ents in in teresting proj ects and research. When Engebretson came to Augsburg in 1976, he began to seek grant funds to cover the stud ent activit ies. Today, after more than 30 years, and with the additi on of Professor Ambrose Wolf's research in solid state physics, there are few small, private colleges that provide the depth of undergrad uate research in physics found at Augsburg. The meeting continu es with an ann oun cement that Olga Kozyreva, a visiting ph ysicist from the Institut e of the Physics of the Earth in Moscow, would arrive the following week for a month 's stay. Her visit, along with regular semester-long visits by Russian physicist Slava Pilipenk o, continu es collabora tive research and teachin g with Engebretso n , fund ed by a recently-renewed Nationa l Science Found ation grant. In addi tion to the 10 students working at Augsburg durin g the sum mer, other stud ents are at un iversities around the count ry. For the physics majors attendin g the meeting, getting experience that helps them gain an edge in their field and getting paid for it is ideal. And , as Hokenson pu ts it, "you couldn't ask for a better employer than Professor Engebretson. " • /t- UGSBURG NOW 31 by Judy Petree or 10 weeks over the summer, severa l of Augsburg 's physics labs on the lower level of Science Hall became a staging area for a large-sca le model of the Mars surface, with robot exp lorers and a simulated model of the space shuttle. It's part of the Girls in Engineering , Mathematics, and Science (GEMS) program , providin g middle and high school girls and college undergraduates an opportunity to exp lore math ematics , scie nce, and applied technology. Because boys as young as fourth grade begin LO show greater interest and highe r achievement in math and science than girls, GEMS address es an acute need to create programs that encourage girls to exp lore, experiment , and collaborate in these fields. Jeanin e Gregoire , assista nt professor of edu cation and science coordin ator at Augsburg, and co-coordinator of the program , is con cern ed with gender equit y in science edu cation . "Research in F gender-based programs and our own experiences with the GEMS program throughout the past six years have shown how important it is for girls to have access to challenging , comp lex, and fun science, math, and technology proj ects set in a supp ortive environm ent. " Gregoire , in conjunction with the Augsburg NASA Space Grant Program , has worked closely with Brad Blue, Minneapolis Public Schoo ls science/math teacher , and parents and teachers from 13 Minneapolis schools to develop , implement , and evaluate this program. The GEMS progr am includes three age groups: FOURTH-EIGHTH GRADE COMPONENT The year-ro und GEMS program presents you ng wom en with comp lex problemsolving proje cts and opportu nities to present in public . Annu ally, the girls bui ld and program robots to compete in a robotics competition. One of th e GEMS teams was featured on the premiere episode of Dragonfl y TV Students also Middle-schoolgirls in the GEMSprogramcarve from Styrofoama scale modelof the surface of Mars createdfrom NASAtopographicalmaps. 32 A-UGSBURGNOW particip ate in an intensive, 10-week summ er program at Augsburg. During the summ er of 2003, 78 middl e-school girls from Minn eapoli s public schools met twice a week at Augsburg and learned how LO "terraform " the surface of Mars. Th ey researched question s they had about Mars, and built and progra mm ed robots to maneuver on the scale mod el surface they create d. Other GEMS proj ects investigate the Science of Speed, where they design, build , test, and race CO2 cars in the Annual Day at th e Races at Augsburg. GEMS gro ups regularl y present the results of their projects at the Science Museum of Minnesota , LEGOL.and at the Mall of America, the Minn esota State Fair, the Minn eapolis School Board, th e Eye to the Futur e Career Conference for Young Women, and to engin eers and technicians at Medtronic . These venu es provide stude nts wit h opportu nities to consolidate their und erstandin g of what th ey are learnin g, become more comfort able communi cating th eir findin gs to othe rs, apply sk ills th ey have learned in their proj ect, and receive feedback from participants . Gregoire said that they have already seen many of th ese st ud ents do well on Layersof Styrofoamwere piled and then smoothedout to look like the actual surface of Mars' mountains. Fall 2003 Two girls check to see if the robot they built and programmedto maneuver on the Mars surface is working properly. th e advanced placement tests for nin thgrade science, and th ey tend to take more math and science cour ses in high school. "The GEMS program has also given man y girls a strong network of friend s who encoura ge schoo l att endance, value and support each oth er's academic achievement , and wh o demonstrate leadership in oth er areas of sc hoo l. Th e GEMS program gives each girl a different way to see herse lf in the world. " The program is free to gir ls in the Minn eapolis Public Schools who app ly and qualify. NINTH-12THGRADE MENTORING PROGRAM Girls who have participa ted in th e GEMS fourt h-eighth grad e pro gram are eligible to app ly for the su mm er leadership program . Success ful compl etion of th e summ er program allows new ment ors to participat e in a year-long position as a GEMS ment or. The GEMS ment or program bu ilds up on th e mat u rity, leader shi p developm en t, int erests, and academ ic needs of the GEMS ment ors involved in th e program. Incomin g ment ors, th e girls in grades 8-12 , are involved in a beta level leadership trainin g to develop int erp erso nal communi cation and group bui ld ing skills. Th ey then have th e opp ortu nity to lead larger GEMS enri chm ent progra ms. "We have een many of th ese youn g Fall 2003 On break time, GEMSgirls relaxed outside with jump ropes and games. women develop tremend ous leadership capacity wor kin g with th e middl e schoo l stud en ts as a 'coach' and in one case the progra m coo rd inator of a GEMS program ," said Gregoi re. Thi s past summ er 15 GEMS mento rs participa ted in th e GEMS leadership trainin g progra m . In 200 1, a high sc hool mentor was chose n as "Mentor of th e Year" from among all adu lt ment or/coac hes in Minn esota for the first Lego-Logo comp etitio n . "Midd le school GEMS loo k up to th e high choo l GEMS for direction , supp ort , and friendsh ip," Grego ire sa id. "I love to see the strong bond established between th e high sc hoo l ment ors and the middle school GEMS dur ing th e summ er prog ram." UNDERGRADUATES AS TEACHERS Augsbur g smd ents have also benefited from this progra m. Und ergrad uate wo men in sc ience, math ematics, engineer ing, and element ary or seco ndary edu cat ion are recruit ed to serve a teachers for th e summ er GEMS middl e-schoo l progra m and as cofaci litator durin g th e regular schoo l year. GEM mento rs and th e un de rgradua te stud ent s wo rk as a team to plan and teach uni ts to GEMS middl e schoo l stud ents. "Such opportuni ties give Augsbur g stud ents valuable teachin g experience and bui ld th eir own confidence and know ledge of math ematics, scie nce, and techn ology," Gregoire said. She added th at as a result of th e program , severa l elementary majors have refocused their co ncentr ation in scie nce and several oth er math majors are now in secondary licensure programs . Gregoire said that Augsburg , as a college of th e city, has gained tremendous ly as a community partner with Minn eapo lis Pub lic Schoo ls. "With th e challenge in urban edu cation, th e College could be either pan of th e prob lem, or we can be pan of the so luti on by leveraging our resour ces, knowledge , and experiences to create viab le solut ions. The GEMS program is bu t one program where the College and th e NASA Space Grant have take n an active role in working with urban schoo l d istricts on specia l programs and projects. GEMS has been a tremend ous program for the linneapolis Publi c Schoo ls and Augsburg College." Fundin g for th e GEMS program s co mes from th e Medtro nic STAR grants , Minn eapolis Public Schoo ls, and the NASA Space Gra nt. The GEMS program was prese nt ed at th e American Association for Advancement o f Science (AAAS) conference in an Franci co in Feb ruary 2001. In Augu t it was featur ed on W CCO-TV • Judy Petree is media relations manager: A-UGSBURGNOW 33 s part of the continued commitment to maintain and enhanc e Augsburg's traditio n of excellence m the sciences, the Science Building Plannin g Committ ee comp leted a feasibility report that addresses the needs of curr ent Augsburg stud ents and offers a unified vision toward interactive and interdisciplinary learning in the sciences. In 2001 , a Science Advisory Board (SAB) of 13 experts in the fields of biology, chemistry, physics, mathematics, and psychology was created to gain inp ut , guidance , and support. Propo sed by academic dean Chris Kimball and scienc e facility shepherd Nancy Steblay, the SAB is sponsored by the Board of Regents and led by Augsburg alumn a Ruth E. Johnson '74, MD, chair of the regents' Academic and Student Affairs Committ ee (ASAC). The objectives of the Science Advisory Board were out lined: (1) raise the pro file of science edu cation at Augsburg; (2) increase enro llment in science programs ; (3) improve educatio nal opportunities and outcomes for Augsbu rg stu dents; and (4) assist in the design and fundr aising efforts for the new science hall. SAB members represent the corporat e sector ; medical, dental, men tal health and laboratory health care professions ; Augsburg science faculty eme riti; and a science-oriented charitable trust. Eight of the thirt een SAB member s are Augsbur g science alumni. In its two years, the SAB has met quart erly as a full board and has consulted with President Fra me, Board of Regents chair Kathy Tunh eim, ASAC regents, and chairs of all the departm ents includ ed in the new science hall. SAB memb ers tour ed current science facilities and have had several virtual tours of the proposed new facility led by project designers Holabird and Root, who also led an on-site tour of A 34 A-UGSBURG NOW the science bu ilding they designed at University of St. Thomas . In fall 2002 a special Homecoming science alumni gathering , sponsored by SAB and the ASAC, brought together nearly 200 alumni , students , and faculty to meet with science faculty emeriti Ted Hanwick (physics),John Hoium (chemistry) , Ralph Sulerud (biology), and Bev Durk ee (mathemati cs), and to hear a talk by SAB member Pau l Mueller '84 on the interface of science and faith. The Science Advisory Board also focuses on fundraising efforts for the new science hall, and has met with Sue Klaseus, vice president for institutional advancement , and the developm ent staff. Neil Thorpe , executive director of the M.j. Murdock Charitable Trust, SAB member, and former Augsburg biology professor, presented a Foundation Perspective Report and recommended how Augsbur g might approac h foundations for funding . The SAB also plays a crucial role in providing opp ort uniti es for science-related educati on and careers for curr ent stud ents. SAB member Rick Pannin g, president of labora tory services at Fairview, spearheaded developm ent of an Augsburg partnership with Fairview, beginnin g this fall, for stude nt s to pursue a n ew major in clini cal laborato ry scie nc es. In thi s joint p rogra m , stud ent s can co mp lete thr ee yea rs at Augsbur g and one yea r of practi ca l laboratory exper ien ce at Fairv iew, to ea rn a B.A. degree and certifi ca tion as a clini cal labor atory scienti st. In add ition , se nior psychology majors met in Roch ester wit h SAB memb er Rick Seime, a Mayo Clini c psyc holog ist, to tour Mayo 's psychoge netics rese arch labs and discuss psych o logy-related health careers. In August SAB member and Honeywell Ruth E. Johnson '74, MD, chair of the regents' Academicand StudentAffairsCommittee (ASAC ) executive J oel Houlton brought a dozen members of HEART (Hon eywell Employee and Retiree Team) to the Augsburg campus for a tour and a "roll up the sleeves" session with faculty and staff on advancing the missi on of science edu cation. "It is in the role of helping to raise the funds to make the science hall a reality that the Science Advisory Board is most needed now," says SAB chair Ruth E. Johnson . "Th e most challenging aspect of the science hall project now is securin g financial commitm ents against the backdrop of an econo mic downturn ," she says. "I have confidence that the Science Advisory Board will continu e its outstandin g leadership in this end eavor, and I believe that science alumni and friends of Augsburg College will do what is so chara cteris tic of them: to give generously so that curr ent and futur e stud ents can also experi ence an outstanding educati on in the best traditi on of Augsburg College." Fall 2003 •\iX'.;· .->~·•. 1-\:Jj1t' SCIENCE ADVISORY BOARD .,1~•.~ -· James Agre '72 , MD Min istry Medical Group Eagle River, Wis. Loren Barber, ;. l... • • • "t; • ~- ·--- ~ _:.... r •,.; .. ; ,.~--. .. PhD 3M Gary Carlson '95 3M Fred Faxvog , PhD Honeywell, Inc. Steven Grinde '81, DDS Maple Grove Dental Center Joel L. Houlton Honeywell, Inc. David Knutson '69 Park Nicollet Medi cal Center Paul S. Mueller ' 84, MD Mayo Clini c • Rochester , Minn. Joel T. Nelson '85, PhD Universi ty of Wisconsin- Madison Rick Panning Fairview Health Services Richard Seime ' 70 , PhD Mayo Clini c • Rochester, Mi nn. Distingui shed Alumnu s 200 2 ugsbur g's new scie nce facility will pro vide 58 ,000 net-ass ignable square feet (NASF) of teac hi ng laborat ories , resea rch space, classroo ms, offices , and supp ort . Th e new bui ldin g will includ e 45,000 NASF and house th e Depart ments of Biology, Chemistr y, and Psyc hology as well as add itional lab and class room space for physics. The ex is tin g Science Hall will und ergo ex tensive renova tion , and will house the A Ralph Sulerud , PhD Professor Emeritu s of Biology Augsburg College Neil 0 . Thorpe '60 , PhD M.J. Murdock Charitabl e Trust Vancouver, Wash. Distingu ished Alumnu s 2001 AUGSBURG BOARD OFREGENTS LIAISONS Departm ent s of Phys ics and Mat hemat ics, as we ll as add 13 ,000 NASF for other campu s needs. T he addition of the new science bu ildin g crea tes a new quadrang le, jo inin g Ande rso n and New Halls to the aca dem ic plan. It also opens up th e ex istin g area aro un d th e curr ent Scie nce Hall, returnin g grea ter prom inence and s tatur e to Old Main in th e main qu adrang le area . Ruth E. Johnson ' 74 , MD Mayo Clin ic • Rochester, Minn. Distingui shed Alumn a 1996 Beverly Thompson Hatlen, MSN Minnesota Li fe College RN, EXOFFICIO - AUGSBURG COLLEGE Christopher W. Kimball , PhD Vice President for Academic and Stu dent Affa irs and Dean of the Coll ege Joan Kunz , PhD Associate Professor of Chemistry Chair, Division of Natural Sciences and Mathemati cs Nancy Steblay , PhD Professor of Psychology Assistant to the Dean for Spec ial Projects Fall 2003 A-UGSBURGNOW 35 "\ - ..\·,·..,·..__ • ,_.., ' -..T ·,_ --••• ··• A ·.. ugsburg's biology department is home to two thri ving and colorful coral reef ecosystems. Difficult to maintain in captivity, the coral reef habitats provide stud ents opportunit ies for laboratory stud y of marine life organism s usually accessible only in the natur al environm ent. The 600-gallon multi -tank system has a sp ecial filter system that sustains the more than 100 species of marin e organisms- corals, live sponges, fish, shrimp , and many oth ers. The aqu arium provid es a numb er of biology stud ents with research topics, as well as an opportuni ty for outr each to the communi ty. Capman has train ed teachers as well as volunt eered in scho ols to help set up small systems for science classes. He has also publi shed an article and been featured in professional meetings of reefkeepers. A Biology professorBill Capmanhelps biology major Jean Johnsonin a study of coral colony developmentunder different water flow conditions. 36 ,4uGSBURGNOW Fall 2003 From the Alumni Board president's desk ... Tw o decades ago, I I enter ed my senior year at Augsbur g. I rememb er the fall of 1983 as a transform ing tim e for me. 1 vividly recall the brilliant colors of that autumn , the crisp yet sunn y weather, the Quad covered with fallen leaves, my classes, my friends , and especially my housemates (not to mention the camaraderie and the socia l gatherings that living in one of the houses afforded). Indeed , it was durin g this period that many of my closest friendsh.ips were made and when I met my wife (Na ncy Mackey Mueller '85). I give thanks and praise for Augsburg, as it has touched and enriched my life every day for more than 20 years! For the last severa l years, I have served on the board of directors of the Augsburg Alumni Association. Th e changes that have occurr ed over the past 20 years at Augsburg are trul y asto nishin g. New curri cula challenge stud ents in relevant and practical ways. Th e stud ent body has grown dramatically. A myriad of programs and classes are offered to nontraditi onal stud ents. In additi on , the campu s itself has also changed dramatically: the houses are gone, and in their place new buildin gs have been erected . Desp ite these changes, however, Augsbur g has retained its charac ter as an academically rigoro us college that encourages stud ents to pur sue their vocation in a world with num erous and daunt ing needs. The Augsbu rg Alum ni Association exists to represent you and to serve the College. Our motto is "Buildin g Conn ections. " All Augsbu rg alumni are members of the associa tion. Members are encouraged to supp ort Augsburg wit h their time, talents, and financial gifts. The Alumni Board consists of more than 20 alumni who serve one or two three-year terms. We work closely with the Augsbu rg's Office of Alumn VParent Relatio ns, and we meet regularly at the College. ln add ition, severa l Alumni Board com mittees meet regular ly. These com mittees include the Events Committee , which sponso rs activities such as the State Fair boot h and the "Auggie Hour " gatherings; the Connections Committee , which assists wit h th e Class Agent Progra m and establishes conn ections between current st ud ents, alumni , faculty, staff, and others; the Communications Committee , whic h coordinates alum ni award program s, provides input for the Augsburg Now and alumni Web pages, and develo ps new ways of stayi ng in touch with alumn i. WHAT CAN YOU DO? • Contact us . We want to hear from • • • you ! Let us kn ow what you are doi ng and how you wou ld like to be involved wit h th e College and fellow alumn i. We can be reach ed through the Office of AlumnVParent Relations by ph one at 6 12-330-1178 or 1-800-260-6590, by e-mai l at <alum ni@augsburg .edu >, or in writing (Ca mpus Box 146, 2211 Riverside Ave., Minn eapolis , MN 55454). Attend Augsburg events . The College offers many enriching and entertaini ng activities that are available to alumni . These activities include mu sic and dra ma produ ctions, athletic events, holiday events, Homecom ing, alumni gatheri ngs, conferences , and more. Visit the campus . Look up former professors and mentors , shop at the bookstore , and see the dram atic changes tha t have occurred over the last severa l decad es. Keep Augsburg and its stu dents , facul ty, and staff in you r prayers. Paul S. Mue ller, M.D. '84 President , Alumni Board Six alumni appointed to Alumni Board he Augsbur g Alumni Board of Directors app ointed six new memb ers and elected Paul S. Mueller '84 as president and Bill Vand erwall '93 WEC as president-elect. To view photos of the new memb ers, vis it the Alumn VParent Relations Web site at <www.augsbur g.edu/ alumn i>. Th e new memb ers are as follows: T Dan W . Anderson '65 Anderson gradua ted from Augsbur g with a B.A. in math . He is president of Swenson And erson Financial Group . Fall 2003 Lew Beccone '98 MAL Lew Beccone gradu ated from Augsbu rg with a Master of Arts in Leadership . He is an ind epend ent software consultant . Jacqueline (Brookshire) Teisberg '80 Teisberg gradu ated from Augsbu rg with a B.S. in nu rsing. She is a homemake r and serve d on Augsburg's alumni awards selectio n committee. The Rev. Karsten Nelson '83 Nelson grad uated from Augsburg with a B.A. in commun ication. He serves as bylynnMena pastor of Redeemer Luth era n Church in W hite Bear Lake, Minn . Tom A. Peterson '70 Peterson graduated from Augsburg with a B.A. in socio logy. He is chief investment officer at the Good Samaritan Society. LuAnn Watson '88, '02 MAL Watso n graduated from Augsburg ,vith a B.S. in nursing and a Master of Arts in Leadership. She is a pan-tim e member of Augsburg's nursing faculty. t4UGSBURG NOW 37 Alumni News 2003-04 Augsburg Alumni Events Calendar Gatherings and events for Augsburg alumni and friends are being plann ed in the areas listed below throug hout 2003 -2004 . Events may be added/changed as the year progresses. Please make sure your cont act information is up-to-date with th e alum ni office and then watch your mailbox for invitations with complete details! Hope to see you soo n! October 1- 4 ............ Homeco min g 2003 : Auggie Traditi ons 18 ...... .......Augsburg Centenni al Singers 20th Anni versary Celebration, First Luth eran Chur ch, Columbia Heights, Minn ., 7 p.m. 2004 Alumni Tour he Augsburg Alumni Association invites you to T ....,,!-.:~~~. -.~;:;. :•:·J enjoy the fellowship , comfort , and , •. ·,.•l')• . .-.11 ~'~ -, - . - . learnin g opportuniti es of travelin g with a group of alumni and friends to Germ any and Eastern Europ e in early fall 2004. A tour to Germany, the Czech Republi c, Slovakia, and Hun gary is being plann ed to featur e a stud y of Martin Luth er's life and ministry in Witt enberg, Germany, as well as visits to Berlin , Pragu e, Bratislava, and Budapest. Pre-tour edu cation and inform ation sessions are also being planned . To receive upd ates about this exciting travel experience as details become available, please e-mail the alumni office at <alumni @augsbur g.edu> or call 6 12-330-1178 to have your name added to the mailing list. Start plannin g now to j oin us for this amazing trip! ' '-. ._ - ' t • 23 ............. StepUP Celebra tion, 5-10 p.m. November date TBD .... Chicago, Ill., alumni gatherin g date TBD ....Boston , Mass ., alumn i gathering date TBD .... New York area alum ni gathering date TBD .... Rochester, Minn., alumni gathering December 5- 6 ............Advent Vespers, Cent ral Luth eran Chur ch, Minn eapolis, 5 p.m. and 8 p.m . date TBD ....Washin gton, D.C. , alumni gatherin g date TBD ....Norwa y alumni gatherings January 24 ........ ...... Clint on , Minn. , alumni gatherin g (featurin g Augsbur g's Gospe l Praise) 25 ........ ......Alexandria , Minn., alu mn i gathering (featu ring Augsburg's Gosp el Praise) 30 .......... .... Theatre alumni reception on campu s prior to th e winter pro du ction of An Ideal Husband February date TBD .... Du luth , Minn ., alumni gath ering date TBD ....Arizona alumni gat herin gs March 13 ..... .........Bonita Springs, Fla. , alumn i gather ing (featur ing the Augsbu rg Choir ) 14 .......... ....Venice, Fla., alumni gath ering (featurin g the Augsburg Choir) 16 .............. Fairmont , Minn. , alumni gathering (featurin g Augsburg's Chamber Orc hestra) 38 AUGSBURG NOW Auggie Hours 2003-04 Auggie Hours are held th e second Tuesday of each month at 5:30 p.m. Please j oin us! October ............Keegan's , N.E. Minn eapolis November ........Bella Fin o, Maple Grove December ........PF Chang's , Edin a (Southd ale) January ............Rudolph 's, Plymouth February ..........Pazzalun a, St. Paul March ..............Koyi, Downtown Minn eapolis April.. ................Redstone, Eden Prairie May ..................Toby's on th e Lake, Oakdale June ..................Solera, Minn eapolis July ....................Dock Cafe, Stillwater August ..............Bar Abilene, Upto wn Minn eapolis 2004 Lutheran Free Church Reunion reuni on celebrating Augsbur g's Luth eran Free Chur ch (LFC) heritage is planned for Jun e 2004 . A new fellowship , Sons and Daught ers of '97 (the Luth eran Free Chur ch was established in 1897) , is being organized by the Rev. Neal Snider for those who have at any time been a member of an LFC congregation. If you are interested in learnin g more about Sons and Daughters of '97, please contact Snider at 253-583-8293. If you would like to be involved in the upcomin g reun ion preparations, which are being coordinated by a committ ee led by Gracia Grind al '65, please contact the alumni office at <alumni @augsburg.edu > or 612-330-1178 so we can keep you updated as plans progress ! A Fall 2003 1940 Ma rgaret (Chrislock) Gilseth , St. Charles, Minn., was named to the Winona County Hall of Fame. Prior to her retirement in 1976, Margaret taught English at St. Charles High School. She also served on the Board of American Field Sen~ce Foreign Students; was a member of Friends of the Library, reading to childr en weekly for over 10 years; and taught Nonvegian through community edu cation . From 1959-1963 , she and her husband , Walter Gilseth , taug ht at a teacher trainin g college on ML Kilimanjaro in Tanzania . After retiring , she wrote four books . Rev. Dale Striker , Faribau lt, Minn , mourn ed the passing of his wife of 58 years, Amelia (Engelstad ), in Decem ber; she named poet laureate of Taluca Lake Village, Calif. He continues to write poems for his chu rch men's group and has received several awards for his acrylic landscape paintings. 1959 Rev. Robert Mor itz , Hadley, Minn ., retired in Jun e after 40 years of min istry. His call to serve often reached beyond the chur ch wall and into the communit y, where he sen •ed as chair and/or member of several boards and organizations , includ ing Murra y County Development Achievement Center , WonderWorld Preschoo l, SW Minnesota Regional Developm ent Committ ee, Battered Women 's Workshop , and more. He was an end orsed candidate for the MN Senate, and was awarded the Murray County ARC Distinguished Citizens' Award. He and his wife, Carol, have three childr en. 1960 Don Holmquist , Braham , Minn ., was inducted into Braham's Hall of Fame in May. Prior to forming the HolmquistGrundyson Insurance Agenc)' in 1986 (which evolved int o Cent ral Insurance Agenc)') , he worked at Olso n Insura nce Agency and was ,~ce president of Braham Bank. He is involved in numerous communit y activiti es, including two terms on the Dist rict 314 Braham School Board and in nearly all phases of churc h activity at Braham Evangelical Luth eran Chur ch. 1961 Sheldon Johnson, Lake Sup erior , Minn ., was hired as interim superintendent for the Lake Superior schoo l distr ict. He retired in 1997 after 39 years in edu cat ion , including 24 years as superintendent of schools in Monticello , Minn . After his retirement , he was hired by the Monti cello schoo l distri ct as its cons tru ction proje ct supervisor for the new Mont icello high school, compl eted in 1999. He then served as int erim superintendent in the Crosb )'lronton School District from 2000-2001. 1963 Brenda (Henri ckson) Capek and her husband , Richard, retired last September and moved from Illinois to Punta Gorda , Fla. She was a socia l work er for nearly 40 years. The coupl e enjoys trave ling and has visited all the contin ents . 1965 Anit a (Christ opherson) Gransee, Belle Plaine , Minn ., retired in May. She spent the last 16 years of her 38-year teachin g AUGSBURG WEDDING was 81. Amelia worked as a nurse in several communilies where Dale was an ELCA minister . An active church membe r, she taught Sunday School and confirmati on, led th e childr en's choir, sang in th e church choir, and participated in the ladies' aid and several pr ayer groups . She was a dedi cated wife, mother , grandmother , and greatgrandmother . Bohdan and Erika Vadis w ere marrie d in February. an d t hough bot h Gustavus alumni were wed at t heir alma mater, t he guest list conta ined a large number of Augsburg alumni . The groom' s mother is Anita (Berg) Vadis '66, and his fat her is t he Rev. James Vadis '64, w ho presided over the ceremony . 1947 Warren Anderson, Huntington Beach, Calif., taught for Long Beach Public Schools for 29 years until his retirement in 1981. During that time, he was awarded the "School Men Medal" at the American Freedoms Foundation in Valley Forge, Pa., hon or ing his 12 years of work prom oting American ideals in the public schools. He also wrote the script, songs, and music for the school's annua l spring pageant, and was Fall 2003 Pictured (left to right): Christina (Vadis) Jones '95, Anita (Berg ) Vadis '66, Mardelle (Johnson) Pearso n '66, Timothy Vadis '94, Lona (Berg) Froyum '69, Darryl Carte r '65, Carmen (Neseth) Berg '66, Rev. James Vadis '64, Kim Vapp ie '98, Dustin Froyum '98; (kneeling): David Berg '66. AUGSBURG NOW 39 Class Notes career as a mu sic teacher al Belle Plaine Elementary Schoo l. Her hu sband , Earl, also retired from his posLas principal of Belle Plaine Elementary , and th e coupl e plans LOspend retirement traveling and volunt eerin g. Th eir two daughters , Corinn e and Miche lle, also work in ed ucation . The Rev. John Luoma recentl y celebra ted 25 years in ordained ministry and was elected to a seco nd term on th e Trinit y Sem inary Board of Trustees in Co lumbu s, Ohio . He and his wi fe, Gracia (Nydahl) '66 , reside in Stow, Ohio . 1968 Janet (Letnes) Martin , Hastin gs, Minn ., recent ly spoke at the Wom en's Spring Luncheo n at Cambridge Luth eran Chur ch . She is th e aut hor of 14 books , including Growing up Lutheran, whi ch received th e Minnesota Book Award in Humor in 1998 . 1969 John-Mark Stensvaag , Iowa City, Iowa , received his second Collegiate Teachin g Award from the University of Iowa, and has been named the Cha rlotte and Frederi ck Hubb ell Professor of Environmental and Natural Resources Law at the University of Iowa Co llege of Law. 1970 Terry Nygaard , Arden Hills, Minn. , was promot ed to principal at Ernst & Young in Minn eapolis . 1971 Steven E. Larson, Riverside, Calif., received th e Outstanding Cont ributi on to Medicine Award for 2002 from th e Riverside County Medical Association . The award hon ors his many years o f serv ice to medicin e and the contributions he has mad e to the advancement of HIV medicin e. He treated his first AIDS patient in 1983 and has been active ly involved in th e treatment of HIV pati ents ever sin ce. He is th e chief exec utiv e officer and chairman of the Riverside Medica l Clinic, and also serves as a clinica l professor of biomedica l sc ience at th e Universit y of CaliforniaRiverside . In add ition , he directs the AIDS Clinic at the Riverside Ronald J. Graham '61: Class assignment opens door to 40-year career by Jessica Brown Ronald Graham could never have guessed that an und ergraduate research paper would lead to a career that has spanned more than 40 years. But a fateful class assignm ent did ju st that. As pan of an Int rodu ction to Business cour se al Augsbur g in the late 1950s, Graham and his classmates were instru cted LOwrite a pap er based on a chapter in their textbook , and in "one of those linle things that becomes a very big, life-defining thing ." Graham was assigned the chapter dealing with eth ics. He contacted the local Better Business Bureau , an organization whose prim ary focus is business self-regulation and advocacy for cusLOmersatisfaction, and schedul ed an interview with Cecil Shirk , then-president of the Minneapo lis bran ch. Graham was intrigu ed by what he learned from Shirk about the BBB. He discovered that Minn eapolis was th e birthp lace of the organization , and he admired the idea of busin esses organizing themselves around the core principa l of engaging in honest advertisi ng and custome r educatio n. At th e end of the interview, Graham's interest was piqu ed and he indi cated his willingness LOdo volunt eer work for the organization. Short ly thereafter, he became a "shopp er" for the BBB, visiting local businesses and reporting on his exp eriences. A year after beginnin g his volunt eer role, Graham received a call from the BBBnotifying him of an ope nin g for departme nt manager . Sudd enly, he was faced with a difficult decision: stay in school, or strike ou t on a possible career path. Having spent time in the Air Force prior LOenro lling at Augsburg, he was reluctant to halt his edu cation on ce again . But upon hearing that these positions were hard to come by- app roximate ly one opening every seven years- he decided LOgrab the opport uni ty in front of him . Although his time at Augsbu rg was cut short, Graham says that the College had an impact on his Christian values, pointin g him in the righ t direction . "Augsburg helped me to renew and refine my Christian faith , which in tum help ed to shape and mold my business career," says Graham. He soo n realized that his work at the BBBserved as his calling, and he contin ued working for the organization for more than 40 years. Eventually, Graham was promot ed to general man ager of the Minneapolis bran ch. After the Minneapolis and St. Paul branches merged in 1978, he became president of the BBBfor the state of Minnesota. Th ough semi-retired, Graham still operates the BBBUniversity, an on line Web site designed to train BBBpersonn el in basic opera tional and investigative skills. He enjoys the freedom that the Internet gives him to work as a cons ultant from home. In addit ion LOhis continu ed involvement ,vith the BBB, Graham serves on the board for the Minnesota News Coun cil, the media's instrument of selfregulation, and on the Minnesota Consu late for Economic Education . "We need LOtrain teachers on economic edu cation before they can train their own stud ents," he says. Graham and his wife reside in Arizona for part of the year, but return LOMinnesota for the summ ers. Jessica Brown is a communication specialist in the Office of Public Relations and Communication. 40 '4UGSBURG NOW Fall 2003 Cou nt y Medical Center in Moreno Valley, and is an active member of the Inland AIDS Project Board o f Dir ectors , the HIV Medical Assoc iat ion , and th e American A soc iat ion of HIV Med icine . He has lectured numerou s tim es in Chin a and has published severa l articl es. He can be reac h ed ,~a e-mail at <Steven. larso n@rmcps .co m >. David Siedlar, Co n cord, Mass ., comp leted a 22-week course spo nsored by th e New England Regio n of th e United Synagogue of Co nservative Jud aism . The Jewish Discovery Institut e wa s an in-d epth examina tion of J ew ish belief, hi s tory, pra yer, and ritua l, as we ll as in s tru ction in basic Hebr ew. Nancy (Strommen) Stensvaag , Iowa Ci ty, Iowa , retir ed from her volunt eer position as execu tive dir ector o f th e Iowa Valley Habitat for Hum anity affiliate. Durin g her eight years of leaders hip , th e affiliate built 25 hom es in the greater Iowa City co mmunit y and fund ed man y addi tiona l homes in third-, o rld co umries through its tith es to Hab itat for Humanit y Int ern ation al. 1972 George Dahlman , Coon Rapids , Minn ., was the focus o f an articl e in th e Enterprise Dispatch . He is th e resea rch manage r for US Ban co rp Pip er Jaffray 's Equity Capi tal Mark ets Departm ent , and is we ll known in th e financi al wor ld . He has bee n named a Wall Street j ourn a l All-Star five tim es , and is frequeml y int erview ed and refer enced in the Scar Tribun e and on WCCO radio , as well as on CNN, CN BC , Wall Street Wee/1, and more . 1974 Raymond E. Dahlof , Buffalo , Minn ., is a produ ction s up en •i or at Maximum Gr aphic s . Fall 2003 1975 Rev. Rufus Campbell , St. Paul , is district s up erint end ent of th e Southwest Dis tri ct o f th e Minn eso ta Uni ted Meth od ist Chur ch . He was pr evio usly pas tor of Camp ho r Memor ial United Methodist Chur ch in St. Paul , wh ere he se rved fro m 1990 -2003 . He and his wife , Caro lyn, have thr ee childr en and seven grand childr en . 1976 Rev. Mary (Ronning) Gilthvedt , Grygla , Minn ., and her hu sband , th e Rev. Gary Gilth ved t , step ped in to fill pas toral duti es at Gryg la Luth eran Pari sh (G ra ce and Our Savior 's) in Jun e. Mary is se rvin g as prim ary int erim pasto r and Gary as assis tant int erim pastor . Rev. David Halaa s, River Falls , Wis ., accep ted a call to serve as pastor o f Augus tana Lutheran Chur ch in Cumb erla nd , Wis . He recen tly se rved on th e development panel for "New Hymns and ew Songs ," one in a series o f vo lum es in the ELCA's "Renewi ng Worship " series . 1978 Dan Taffe , Glend ale, Ariz. , is p lease d to hav e twin daug ht ers enroll ed as so ph om o res at Augsbu rg. Steve Wehrenberg , St. Paul , was promoted to execu tive vice president and director of s trategic p lannin g and int egra tion at Ca mpb ell Mithun. operation s, and advocac)' and publi c education campaigns for clients ranging from Fortune I 00 corpora tio n and large trade and profes s iona l assoc iatio ns to leadin g think tanks and gove rnm ent age ncies . He has crea ted and m anaged success ful coa liti ons, and lobb ied on Capi to l Hill and in stat e houses . His wri tin g on behalf of clients has been p ubli shed in most major newspa pers , including The Washington Post , The ew Yori, Times, and th e Los Angeles Times. Throughout the 1980 s , Bond erud served as press secretary for U.S. Rep. Mart in Sabo 'S9 and wo rk ed o n pr esidential and co ngre s ional campa igns . 1980 Jeffrey K. James, Bloo min gton , Minn ., received the A sociate of the Year award from Fortune Financial for his client service and for his produ ction durin g the year endin g J une 30. Jam es is a certifi ed financial planner at Fortune Financial ; this is th e 15th time he has earn ed this top award . Mar ianne (Lundberg) Kulka, Bloomi ngto n , Minn ., is corporate vice pr es ident at Rada Adv ertis ing , and recentl )' won four award s with th e agen cy for creat ive advertising exc ellence at the EMA (Emp loym ent Manag ement Associa tio n) An nu al Conf erence in Las Vegas. 1979 Kevin Bonderud , Washington D.C. , was prom o ted to exec uti ve v ice pr es id ent o f Widmeyer Co mmuni ca tio ns . A 20-year ve tera n o f publi c policy co mmuni ca tions , Cap ito l Hill , a nd political campaigns , Bonderud directs the firm 's public affa irs pra ctice group . He has d eve loped and execu ted maj or co mmuni ca tio n str ategies , natio n al m ed ia M ary Beamish, and David L. Chri stense n , both o f Du luth , were married Feb . 9 , 2002 , in Duluth . She is a cop y editor a l th e Duluth 'ews Tribw,c. 1982 her comp an)', Cro s ingBord er , were the focu of an articl e in th e Southsid e Prid e. Cross in gBord cr is a travel comp an)' specializin g in journ ey of faith and pilgri m age. Samuel Twerefo ur, Fon Co llin , Co lo., was app oim ed vice pr esid ent o f engin ee rin g and corporat e o fficer al Advanced En erg)' lndu tri es . 1983 John Oelfke , ew Hope, tinn ., was nam ed athl etic d irec tor at Robbin sdale Coo per High Schoo l. He se rved as int erim athleti c dir ec to r for th e pas t yea r and pr eviously coac hed footb all, bas eball , and gir ls' hocke)'. He wa s hir ed by th e dis tri ct in 1986 as a phy sica l edu cati on and h ea lth teach er, and has been invo lved in impr ovin g th e ph ysica l edu ca tion cur ric ul um for di s tri ct s tud en ts . His wi fe, Diana (Boe) '82, teac hes kind erga rten in th e Robb insdale sc hoo l di tri ct. Both rece ived m as ter's deg rees fro m St. Mary's Uni ve r il)' in May. Th e)• have thr ee childr en : Eric, 16 , Allie, 13 , and Abb y, 10. 1985 Jose Becquer, Plymouth , Minn ., is se ni or m an age r for treasur) ' manage m ent sa les and co mm ercia l bu in ess developm ent at \ Veils Fargo . He bega n his ca ree r wi th o n vest in 1995 as vice pr esid ent and dir ec tor o f treas ur y management sys tems . He has also work ed at Lotu s Deve lopm ent Co rp ora tion as a regio nal sa les manage r an d at IBM a a sa le m anager to th e financial se rvices indu str)'. 1986 Jo hn W . Sandin III co mp leted his Ph .D. at New Mex ico Lale Uni ve rs ity with a read ing specializa tion . 1-te continu es LO teach at Taco ma Co m m unit )' Co llege in Taco m a, Wash ., and lives n ea r Taco ma with his wi fe and thr ee daught ers . Lori M ol ine, Minn ea polis , and A-UGSBURGNOW 41 Class Notes racing, called Signs of Winning (Whipp oorwill Press). He teaches alternative edu cation al Nort h Branch ISO and has 20 sled dogs. 1987 Jenni Lilledahl, Minneapolis, will present a seminar, "The Power or Yes," as part or the eighth annua l Women Venture Conference at the Minneapolis Convent ion Center Oct. 31. She is co-owner and executive director or the Brave New Workshop Theatre in Minneapolis. 1989 Stephen Hind le accepted a position as regional manager for New Horizons, an IT training compan y. He recently moved Scott D. Mill er, Hinckle y, Minn ., published his first book , a young adu lt novel abo ut a dear girl and her passion for dogsled AUGSBURG CENTENNIAL from Taiwan to Singapor e with his wire, Wu Chun-Yann, and two daught ers, Claudia, 7, and Madeleine , 4. He has also lived in Korea and Chin a. 1991 Rev. Andrew Carlson is the new pastor at Zion Lutheran Chur ch or Finland in nonhern Minnesota. Prior to his recent ordin ation , Andrew painted houses to support his love or travel. He has visited 30 countries in Europ e, the Midd le SINGERS The Augsburg Centenni al Singers consist or 40 men from various walks or lire drawn together by their love or singing . Th e group was formed in 1993 to commemorate the 100th an niversary or the first gospel qua rtet to travel to Norway from Augsburg . The group has traveled to Norway twice, mos t recently in 2001. Al Reesnes '58 serves as music director, and Pau l Christensen '59 as assistant director/accompanist. Upcom ing performances by the Augsburg Centennial Singers : Saturday, October 18 Sunda y, October 19 Satur day, November 1 7 p.m . 7 p.m . 5 p.m . 20th ann iversary celebration or the Augsbu rg Cent enni al Singers. First Luth eran Church 1555 40th Av. E Columbi a Heights , Minn. Grace Luth eran Chur ch 1730 Old Hudson Rd, St. Paul Oak Grove Presbyterian Chur ch 2120 W. Old Shakopee Rd. Bloomi ngton , Minn. Sunda y, Octo ber 19 11 a.m . (Part or the wors hip service) Fort Snelling Chapel, Minneapolis Saturday, October 25 7 p.m . First Luth eran Church Hinckley, Minn . Sunda y, October 26 7:30 p.m . Communit y or the Cross Lutheran Churc h 10701 Bloomington Ferry Rd. Bloomington , Minn . Sunday, November 2 4p.m. House or Prayer Lutheran Church 7625 Chicago Ave. 5. Richfield, Minn . East, North Africa, South Asia, and Latin America. Tina (McGregor) Jackson, St. Paul , was reatur ed in the Mi1111esota Spokesman-Recorder arter being appointed by the University or Minn esota as coo rdinator or the Minne sota Women 's Center. She is th e first Arrican-American woman to hold the position since its inception 43 years ago. Ja ckso n is well known in socia l service and academic circles for her vitality and commitm ent to youth development and mentor ship , and is one or only 20 University or Minnesota faculty, sta ff, and administrator s chosen to parti cipate its President 's Emerging Leaders program . Joel Staehling , Worthington , Minn ., is president or Community First National Bank. He previousl y served as vice president or commercial loans at Vermillion State Bank in Vermillion, $.Oak. , He and his wire, Erica, have two children: Hannah , 5, and Benjamin , 2. 1992 Jennifer (Piper) Kempenich , St. Paul, received her master 's degree in counseling and psychological services from St. Mary's University in January. She works at Courage Center in Golden Valley, and marri ed Gerald Kempenich in June. 1993 Doris Rubenstein , Minneapolis , was named one or "25 Women Changemake rs in the Twin Cities" by The Business Journal. She was selected for her proressional achievements , leadership qualiti es, and her ability to influ ence positive change ,vithin her company and her industr y. She was pronied in a special section or the Jul y 25 issue or The Business Journal, and was honored at a luncheon in Jul y. 42 AUGSBURG NOW Fall 2003 1995 2000 Rick Sansted was app oint ed assistant prin cipal for South View Middle Schoo l in Edin a. Dan ielle Scheff , Go lden Valley, Minn ., ma rri ed Co rey Drevlow last Sept emb er. During their honeymoo n , th e coupl e ran togeth er in the Dublin Marath on in Ireland . Danielle i a staff acco unt ant at Ryan , Hodg ins & Associa tes. 1996 Xanara Amand marri ed Marc Stevenso n in Jul y. Jox Metcalf, Monti ce llo , Minn ., marri ed Kristi Hanso n in August. Both are teac hers at St. Michae lAlben ville High Schoo l. David Schreiber , Big Lake, Minn ., marri ed Jane Millerb ernd in August. David is a learnin g disabilil )' tut or at LOA, Inc.; Jane is a special edu cation teac her for the Osseo Scho ol Distri ct. 1997 Kevin Crerand , Mesa , Ariz ., is operati ons manager for a large mortgage comp any in Phoenix . Travis Stettler , Forest Lake , Minn ., join ed th e Miller Law Office in Wyomin g, Minn ., prim arily handlin g th e firm's comm ercial litigation , personal inj ur y, and crimin al defense porti ons of th e pra ctice. Prior to Miller Law Office , he work ed at law firms in Chanh asse n and Duluth . 1998 Jennifer Durst marri ed Kirk Affeldt in Jun e. J ennif er works at New Ulm Medi cal Cent er ; Kirk works for Cann on Falls Publi c Schoo ls. 1999 Natasha Hamann , Shoreview, Minn ., gra du ated from th e Universit)• of Minn eso ta Medi cal Schoo l in Ma)'. She started her family prac tice residency at St. John 's Hos pit al in Maplewood . She is marri ed to Jos h Schae fgen . Aaron D. Smit h, Tucso n , Ariz. , gradu ated from th e Univ ersity of Minn eso ta Medi cal Schoo l in May. He start ed his general surgery residency at th e University of Arizo na . He is marri ed to Jill (Pin tens) '99. Fall 2003 Ma tt hew Romsdahl , Mankato , Minn ., marri ed Brin a Urevig in Jun e. Manh ew wo rks at Kenda ll Doo r a nd Hardwa re; Brin a wo rks at Habil itative ervices Inc. 2001 Carrie Lind , Cham plin , Minn ., marr ied Christopher Cabe in April. Car rie is a sup erviso r a t Edin a Kids Club , and can be reached via e-mail at <chri sand ca rr ie03@ao l.com>. Carrie Mcc arvi lle , Hopki ns, Minn ., own s Mac's Liquor in Hopki n Emily Shelt on, Minn eapo lis, married William Grau in May. Emily is a middle school ma th teacher for Cedar -Riverside Charter School in Min neapo lis; William is as oc iate cent er dir ec tor for Sylvan Learn ing Cent er in Burn svi lle and is dep loyed oversees on active dut y with th e U.S. Arm y. kind ergarten teacher for linn eapolis Publi chools. 2003 Linda Kay Stuart '99 and Maur icio Co rdova , Minneapo li -a so n , Luca Santiago , in Apr il. He j oins sister Ananda . 2. Th e coup le rece ntl y rewrn ed to th e U.S. after Lind a comple ted her master's in int ernational relations at the Universi t)' o f Chil e in Santi ago, Chil e. Jill Boike , Ham Lake, Minn ., is a family therap ist al ystrom's & Assoc iates in ew Brigh ton . Catheri ne Colsrud was nam ed assistant general manager at Grand Casino Hinckley. Births/Adoptions Jean Taylor '85 and Roger Griff ith '84, Eagan , Minn .a daughter, Abby Jean, in Jun e. She joins big sister, Emm a. Laura (Krepela) '96 and Dan Stonebur g, Farmin gton , Melis sa Mo rfo rd, Shakopee, Min n ., married Spe ncer Ande rso n in May. Melissa is a trave l adm ini Lrator for Carlson Marke tin g Group; Spenc er is a comp uter consu ltant at Wiz mo , Inc. Mi nn.- a son , Jake Daniel , in Ju ne. Laura is a Rick W illbanks marri ed J ennif er Spyc halla in Jun e. AUGSBURG Mike Darring t on , Red Wing, Minn ., is a new financia l associa te with th e south ern Minn eso ta regional office of Thr ivent Financial for Lu th erans. He previously worked al th e State Cap ito l in l. Pau l. Angela Sat re marr ied Troy Dej ong in Jul y. Angela wo rks at Minn ewaska Luth era n Home in Starbu ck , Minn .; Troy wo rks at Garb's Sales of Kensingto n . co m >. Brenda Ely '99 and her husba nd Tim , Blaine , Minn .-a on , Nicholas Alexander , in Ju ne. He JOins sister Elizabeth , 2. Brenda is an element ary teac her for Fores t Lake Area Schoo ls. LICENSE PLATE • 2002 Pat Campanero was rece ntl y th e spotlight perso n in th e "Sunday Peop le" featu re of the bu sines section of th e Srar Tribu11 e. She is genera l manage r of bu sin ess and whole ale markets for Sprint in Minn eton ka. She was previously sales dir ector at Avaya Inc. M elanie (Anderson) '97 and Brian Burm eister, Owa tonn a, Minn .- a so n , Nolan Dale , in Oc tober. Mela nie i pra Lice manager at Mont go mery Dent al Care; she can be reached via email at <melanieb93@hotm ail. EXPLORE h A-iJGsBDRG CO LLL O l: a. AUGSBURG COLLEGEe Display your Auggie pride by ordering an Augsburg lice nse plate for your car! You may order Augsburg license plates th roug h th e Department of Motor Vehicles. Considered a sp ecia lty collegiate plate , these plates may be displayed on any passe nge r class vehicle . A minimum contribution of S25 is collecte d at t he time of the initial application and at each registration renewal. This contribution is deposited to the scholarship accou nt of the participating baccalaureate degree-granting colleg e, un iversity, or post -secondary institution . Applicants must also pay an initial S10 plate fee and a S7 filing fee. You do not ne ed to be a n a lum to order these plates - proud parents can order th e m too ! For further information, visit the DMV online at <www .dp s.state . mn .us/dvs /MotorVehicle /specialplates .htm >. A- GSB RG NOW 43 In Memoriam Harold Olson '33, Cannon Falls, Minn ., died in April; he was 93. He work ed for the State of Minnesota in social services al various agencies for nearly 38 years until his retirement in 1975. He also served with the U.S. Navy from 1943-1946. He is survived by his wife, Gladys; two daughters; five gran dchildren ; and two great-grand childr en. He was preceded in death by five broth ers and two grandchildren. Viola (Holland) Nydahl '36, Decorah, Iowa, died in May; she was 84. She worked for Dayton's for over 18 years and was active in various Lutheran church es where her husband served as pastor. She is survived by two daught ers and five grandchildren. She was preceded in death by her husband , the Rev. Harold Nydahl '36 . Winifr ed (Helland ) Formo '37, Roseville, Minn ., died in April; she was 86. She was a retired nur se, and anended Augsburg Academy before enro lling in Augsburg College. Her father, Andreas Helland, was an Augsburg professor. She is survived by her husband , Jerome '37, and two childr en, Philip and Katherine '79. She was preceded in death by a son, David. Walte r Keller '39, Tacoma, Wash. , died in May; he was 91. He was retired from Weyerhaeuse r Co. He is surviv ed by two childr en, Kathryn an d Richard. He was pr eceded in deat h by his wife, Hilder. The Rev. A lfr ed H. Sevig '39, Spicer, Minn ., died in June ; he was 86 . He served parish es in Canada, Minn eso ta, and Sou th Dako ta. Following h is retirement as a full- time pastor , he serve d as chaplain part time al Rice Memoria l Hospi tal in Willmar, Minn ., for 10 years . He also wo rk ed as a visitation pastor at Calvary Luth eran Chur ch for five years and continu ed to be an active volunt eer visitor until his deat h. He was survive d by four childr en and seve n grand childr en. He was preceded 44 AUGSBURG NOW in deathcby his wife, Olive, and two sons in infancy. The Rev. John W. Steen '46, Maple Grove, Minn ., died in Jun e; he was 81. He served as pastor of First Lutheran Church of Crystal for 22 years. Following his ordination in 1949, he served a four-point parish north of Williston , N.Dak. , until 1953. From 1953-1956, he was a fulltime chaplain in the U.S. Air Force. He continu ed his military service in the Reserves for an additional 17 years. He is survived by his wife, Esther Victoria; five childr en; 14 grandchildre n ; and one great-grandson . Erik Tromborg '48 , Bloomington , Minn ., died in May; he was 77. A retired Honeywell engineer, he and had a life-long love of trains, and served on the board of the St Croix Railroad Club. He is survived by his wife, Evelyn; two children ; and five grandchildren . Bonnie Mae (Everts) Yasgar '48, Little Falls, Minn., died in May; she was 77. She was a retired English and physical education teacher. She is survived by her husband , Donald; two daught ers; four grandchildren ; and her three dogs and five hors es. Berti! "Bert" Sandberg 'SO, Mendota Heights, Minn ., died in April; he was 77. He was a building contractor , an outstanding lifetime athlete , and a decora ted WWll veteran. His behind-th e-scenes work earned him man y admir ers and an award from former St Paul Mayor George Latimer for ridding St. Paul streets of Dutch Elm disease. He was drafted after graduating from Augsburg to play football for the Philadelphia Eagles, but he waived the opportunit y and instead join ed his father's business , St Paul-based N.H. Sandberg Erection Co., which he eventu ally took over and e,q,anded . He was a member of the Augsburg Board of Regents from 1968-1980 , and was indu cted into Augsburg's Alhletic Hall of Fame in 1979. He is survived by his wife, Carol (Ziniel) '73, and three children. William H. Riley '52, Golden Valley, Minn ., died in June ; he was 77. He worked at the Montgomery Wards home office in Chicago as iLSnationa l merchandise manager of iLScatalog division. He later served as advisor to the founder of the Lands End Co. He was a WWll Navy veteran. He is survived by his wife of 16 years, Carol, and two stepchildren. He was preceded in death by his first wife, Marlys. The Rev. Dr. A ndrew Hsaio ' 56, Hong Kong , China , died in May of a heart attack; he was 77. He was president emeritus of Lutheran Theological Seminary in Hong Kong, where he was its first Chinese president. He was named an Augsburg Distinguished Alumnus in 1970. He is surviv ed by his wife, Anna , and three children. Warren Persons '66, Tracy, Calif., died in June ; he was 59. He was a successful software engineer , and was instrumental in developing software at Honeywell for the Air Force's first-ever computerized flight simulator . He also worked at MTS Systems Corporation , Bentley Scientific Corporation , Pacific Bell, and most recently at Lawrence Livermore National Laboratory He also taught math ematics at Augsburg . He is survived by his wife, Connie; four children; and three grandchildren. Carole (Moran) Renner '92 WEC, New Brighton, Minn ., died in May; she was 44 . She had worked for Wells Fargo since high school , starting with a clerical position and most recently as check reconciliation manager . In her long career at Wells Fargo, she earned many awards for her hard work and accomplishments. Known as an adventurer , she loved to travel and enjoyed fishing, boating , and camping. She is survived by her husband , Ronald , and stepson , Christopher. Robert B. Miller '04 , Virginia Beach, Ya., died in August after a car accident in Golden Valley, Minn. ; he was 28. He was a senior at Augsburg, studying psychology and English, and a member of the wrest ling Learn. ln 2001 , he won the MlAC championships at 133 pounds , and earned All-American honor s at the NCAA Division Ill national championship s. He was a 1993 graduate of Kempsville High School in Virginia Beach, where he was a state champion wrestler. He is survived by his parents, Nho Tran Miller and Ernest Miller, and two siblings , Kimberly and James . James "JC" Carey, Minneapo lis, died in September of heart failure; he was 54. A 30-year employee of Augsburg , he was mosl recently director of ath letic facilities. He was a muc h-loved member of the Augsburg community , and his unique and kind spirit will be missed deeply. He is survived by his wife, Sharon (Pautz) '82; two children , Tim and Joy ; two sisters , Patjensen and Deb Yolkart; and his father-in-law, Richard Pautz '3 7, who co-founded Augsburg 's A-Club. Robin "Rob" A. Curtis, St Louis Park, Minn ., died in April; he was 56. He served for many years in Augsburg 's facilities management , and was a beloved member of the campus community . He is survived by his wife, Sadie, who works with Augsburg 's Access Center, and a son , Zach '97. The Rev. Maynard L. Nelson , Phoenix , Ariz., died in May; he was 72. He was a former member of the Augsburg Board of Regents, and also served on the boards of Lutheran Deaconess Hospita l, Fairview Riverside Hospital , and Golden Valley Luth eran College. He was senior pastor of Calvary Lutheran Church of Golden Valle)• for 22 years until his retirement in 1996, after serving congregations in North Dakota and Washington. He is survived by his wife, Nancy ; five children; and 14 grandchildren. Fall 2003 Calendar Music Oct. 3 1-Nov. 9 for more i11fo1111ation on any of t/1ese events (unless othen vise noted), call 612-330-1265 The Pirates of Penzance or The Slave of Duty Oct. 18 Gospel Praise Concert 7 p.m.-O ak Grove Luth eran Church Richfie ld , Minn . Directed b)' Karen Coe Miller; mu sic dir ection by Sonja Th omp son Perfo rmances: Oct. 3 1, Nov. 1, 6, 7, and 8 at 7 p.m .; Nov. 2 and 9 at 2 p.m . Tjornhom- Nelso n Th eater, Foss Cent er Nov. 22-23 Oct. 19 Gospel Praise Concert 10:30 a.m .-Peac e Luth era n Chur ch Inver Grov e Heights, Minn. 0. Nicholas Raths Faculty Guitar Recital 3 p.m .- Sateren Auditorium Nov. 2 The Masterworks Chorale Concert 7 p.m .-Immanue l Lut hera n Chur ch Eden Prairi e, Minn. Exhibits Oct. 30 For galle,y infor malion , call 612-330-1524 International Business Forum : Competing Glob a lly a nd Act ing Loca lly Discuss ion o f global i sue pertainin g to trade , int ernational awa reness , and resea rch . Guest speaker : Dr. Richard Bohr 4-6 p.m.- Chri ste nse n ent er For inform ation , call 6 l 2-330- 119 1 Sept. 15-Nov. 2 "Recent Works by C.B. Sherlock: Exploring the Box" 11 a.m.-Trinity Lut hera n Chur ch Hovers ten Chapel "Five Metro Paper Artists : Marjor ie Alexander , Amanda Degener , Mary Har k, Erica Spitzer Rasmussen, Jeff Rat hermel " Nov. 15 Ope ning reception : Oct. 10, 6:30-8:30 p.m. Th e Gage Family Art Gallery, Lindell Librar y 7 p.m.-Hoversten Chapel Nov. 7-Dec. 18 Nov. 16 Augsburg Concert Band Concert 3 p.m .- Centra l Luth eran Chu rch Minneapolis Nov. 18 Augsburg Chamber Orchestra Concert 7 p.m .- Sateren Auditorium Dec. 5-6 24th Annual Advent Vespers 5 and 8 p.m. serv ice eac h night Central Lutheran Chur ch , Minn eapoli "Dan Noyes: Recent Wo rk in Stone and Metal " Annu al StepUP Prog ram Celebration Ope ning reception : Nov. 14, 6:30-8 :30 p.m. Christensen Center An Galler)' 5- 10 p.m.-Foss ent er For in formation , call 6 12-330- 1173 Seminars, Lectures, and Films 7th Annual M . An ita Gay Haw th orne Jazz and Poet ry Bash "Big Questions , Worthy Dreams" Studi o , Foss Cent er Dr. Lee Hard y, professo r of phi loso ph y, alvin College 10 a.m.-Co nvocation, Hovers ten hapcl Pan of the 2003-04 Augsburg Convocation Series: lak ing the Most of Your Gifts "M arcia Soderman-Olson : Drawings , Paintings, and M ixed Media" Oct. 14 7 p.m .-Film "The Christ ian's Calling in t he Academy" Other Events For tic/1et i11formatio11 , call 612-330- 1257 Festival of Student-Directed 10-Minute Plays Nov. 12 Opening reception: ov. 14, 6:30-8:30 p.m. Th e Gage Family Art Gallery Theatre Oct. 16 Oct. 20 Colombia : Women and W ar Directed by Sarah arga ng (s tud ent senior proj ect) Per forman ces: ov. 22 and 23 at 7 p.m. Tjornh om- elso n Th eater Gospel Praise Concert Augsburg Jazz Ensemble Concert Kathy Kelley Present ati on A Nobel Peace Prize- nomin ated activi t return s from Iraq . 9:45-11 :15 a. m.- Chri stense n ent er For information , call 6 12-33 0-13 12 Luth era n Wo rld Relief- pon ored di cussion by thr ee olombi an wo men speakin g about wo men's issues , war, and peace . 4-6 p .m .- Christen en enter For inform ation , call 612-330-1385 On the Verge Opening reception: Oct. 10, 6:30-8:30 p.m. Christensen Center Art Gallery Nov. 9 Oct. 16 Sharon Daloz Parks, as ociate directo r and facult y member, Whidb e)' Institut e 11 a.m.- onvocat ion , Hoversten Chape l Fo r in formation , call 62-330- 1180 Oct. 23 Nov. 6 6:30- 10 p.m.-Sat eren Auditorium For information , call 612-330 -1022 Dec. 5 Annual Velkomm e n Jul Celebration 10:15 a. m.- Chape l ervice , Hove r ten hapel 11 a.m.-2 p.m.-Sca ndi anavian treats and gifts , Chri s tensen ent er Send us your news and photos! Please tell us about the news in your life, your new j ob, move, marriage, and births . Don't forget to send phot os ! For news of a death , wrin en notice is requir ed , e.g. an obitua ry, funera l notice, or program from a memorial service. Send your news items, phot os, or change of addr ess by mail to : Augsbwg Now Class Notes, Augsbur g College, CB 146, 2211 Riverside Ave., Minneapolis, MN , 55454 , or e-mail to <alumni @augsbur g.edu >. hUGSBURG COLLEGE 2211 Riversid e Avenue Minn eapo lis, MN 55454 Full name Classyear or last year attended M aiden name Street addre ss State City Is this a new address? D Yes • No _____ _ _____ __ Zip __ _ __ Home telephone Position Emplo yer Is spouse also a graduate o f Augsburg College 7 _____ __ _ D Okay to publish yo ur e-mail address? W ork telephone D Spouse name Your news: _ ____ ___ Yes D If yes, class year _____ No _ Maiden name ____ ____________ __ __ ____________ _ Non-Profit Org. U.S. Postage PAID Minneapo lis, MN Permit No. 2031
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Title: Augsburg Now Summer 2003
Collection: Alumni Magazine Collection
Search Result: ¡¡ ¡¡ From the editor A :':1l,l^li:-,'ïï; îffi":: : 3:"' May 4, Augsburg concluded its l3,lth academic year, sending 534 graduates of the Class of 2003 into the world, making room for the incoming Class of 2007. The Commencement photo spread, starting on p. 13, features highlights fro...
Show more ¡¡ ¡¡ From the editor A :':1l,l^li:-,'ïï; îffi":: : 3:"' May 4, Augsburg concluded its l3,lth academic year, sending 534 graduates of the Class of 2003 into the world, making room for the incoming Class of 2007. The Commencement photo spread, starting on p. 13, features highlights from the weekend's festivities, including excerpts from the ceremony's keynote speakers, ABC News correspondent John McWethy and elder care advocate Laurie Duncan- McWethy This year, the College also bid farewell to four retiring members of the faculty and staff: economics professor Satya Gupta, biology professor Esther Mclaughlin, associate professor and librarian Grace Sulerud'58, and support of the College. Comprised of Augsburg alumni, alumni wives, faculty wives, and other friends of the College, the organization was founded in the fall of 1984. Since then, its members have raised over a half million dollars for Augsburg. The feature story on p. B pays tribute to this forward-thinking and enterprising group of women. Be sure to check out the winning entries of Augsburg's third annual international photo contest on p. 6. The contest provides an opportunity for students to share their best images from international and off-campus studies, and offers a glimpse into the different cultures explored by our students. Finally, Auggie Thoughts onp.24 features the Commencement speech presented by Christin R. Crabtree '03, Weekend College representative. Crabtree reminds us that "behind every new person you meet, there is a sea of faces." We may never know all the faces existing behind the lives we touch, but as Crabtree reflects, "we all have the opportunity to have a ripple upon the world we occupy ... we can positively affect our communities through the simple acts of smiling at our neighbors, voting at every election,, and advocating for our future generations, our children." -l Áu¡ *Jw ll* Lynn Mena Assistant Editor facilities assistant Mary Duffee. With a combined 93 years of service, all four leave distinct legacies to Augsburg; read their stories and plans for the future on p. 11. The Augsburg Associ.ates, who number around I00, is a service auxiliary dedicated to fundraising for a o s. S special projects and scholarships in We welcome your letters! Please wdte to: Edito¡ AugsburgNow 2211 Riverside Ave., CB I45 Minneapolis, MN 55454 E-mail: now@augsburg.edu Fax: 612-330-1780 Business administration chair John Cerrito celebrated with four graduating business seniors at the department's reception in April: (L to R) Kristina Truong, Peter Samargia, Suki Sylaphet, and Hugo Quintiliano. Phone:612-330-ll8l Letters for publication must be signed and include your name, class year, and daytime telephone number. They may be edited for length, clarity, and style. CORRECTIONS Karen Ackerman, who completed the Master of Arts in Nursing program this Ma¡ was incorrectly identified as Linda Ackerman in the photo on p. 1l of the spring 2003 AugsburgNow. On the same page, Gary Shinnick, pictured with professor emerita Bev Nilsson, was incorrectly identified as the Rev Bill Miller. Also in tl-re spring 2003 Augsburg Now, Carl Grulke's name was misspelled ln the story on p. 8. i Augsburg Now is published quarterly by: Office of Public Relations and Communication 221 I Riverside Ave. Minneapolis, MN 55454 612-330-r AucsBuRG Now Vol.65, No.4 Summer 2003 lBr now@augsburg.edu Features Editor I Betsey Norgard Assistant Editor Lynn Mena Graphic Designer The Augsburg Associates-providing service behind the front lines Kathy Rumpza by Betsey Norgard Class Notes Coordinator In the nearly 20 years since their founding, Sara KamhoÞ the Augsburg Associates have given to the College over a half million dollars from their fundraising efforts earmarked for special projects and scholarships. Photographer Stephen Geffre President William V Frame D¡rector of Alumni and Parent Relations 11 Amy Sutton Director of Public Relations and Communication Farewell to retiring faculty and staff by Lynn Mena Three retiring faculty members, with a combined 78 years of service to Augsburg, were granted emeritus/emerita status by the Board of Regents in May; in addition, one staff member, with nearly 15 years of service, retired in January. Dan Jorgensen Opinions expressed in Augsburg Now do not necessarily reflect official College policy ISSN r058-r545 6 Send address corrections to: Advancement Services Augsburg College, CB 142 221 I Riverside Ave. Minneapolis, MN 55454 Third Annual International Photo Contest f3 co**encement 2oo3 612-330-ló87 now@augsburg.edu Augsburg College, as affirmed its mission, does not discriminate on the basis oJ race, color, creeil, religion, national or ethnic origin, øge, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education p olicie s, a dmis sions p olicies, s cholar ship ønil lo an pro gr ams, athletic anill or scho ol aâministered pro grdms, except Departments ir in those instances where religion is a bona Jiile occupøtional qualific ation. Au gsbur g C oll e ge is committed to proviiling reasonqble accommo ilations to its employees and its students. www.augsburg.edu 2 Around the Quad 4 Sports 17 18 Alumni News 24 Auggie Thoughts inside back cover Homecoming 2003 Preview Class Notes On the cover: Augsbur g s tu dent s, c ar ry ing Jlags rcprescnltng lhe countrics oJ origin oJ the Class of 2003 graduates,Ied the academic procession to the C omnrcnc 50 percent recycled paper (10 percerLt post-consumer waste) ement C eremony. Pho to by Stephen GelJre'03. I 0 I o ^ Presenting music therapy in China a D ïi:: î.1ïil5i"':",*i:,:n" ""' /a O tt a university faculty and students, as well as a s. Therapy-A Field Whose Time Has Arrived Around the World"-music number of dignitaries, could be felt in the therapy professor Roberta Kagin found that relatively few of the nearly 120 people who crowded into a room set up for just 30 people in Beijing, China, were familiar with the discipline of music therapy. Kagin was one of five music educators invited to present at a conference on music education reform, held at Capitol Normal University in Beijing. She says that Western music in general is sorely lacking in China, and that the Chinese concept of music education is more commonly understood as teaching people about music, not preparing teachers of music. "Students are hungry for anything we can give them," she commented, in reflecting on the great interest in her presentation and in music therapy in conference ambiance. Kagin reported that, "The opening ceremonies were an amazing array of flowers, speeches, and videos." general. The conference audience included à as so U While in Beijing, Kagin visited two other music schools-the premier Central Conservatory ol musìc and the Chinese Professor Roberta Kagin (right). chair of Augsburg's music conservatory, a more therapy program, was greeted with flowers in Beijing, China, where her presentation at a conference on music therapy was traditional program. As eagerly received and overfilled the meeting room, Zhou Shibin part of her own doctoral (center above) is an administrator at Capital Normal University study, Kagin met with who visited Augsburg in the winter o1 1996-97. members of the Huaxia Musical Ensemble, a group of music Kagin's host in Beijing was Zhou students playing traditional Chinese Shibin, an administrator at Capital instruments. A paper she wrote included Normal Universit¡ who visited research and field recordings of the Augsburg in the winter of 1996-97 and instruments. may return in the coming fall. American lndian Student Services Program celebrates 25th ann¡versary Æï}':::äffi ä":3öx'"'åïä:. a yearlong celebration of its 25th anniversary with a gala dinner May 16. Mike Freeman, master of ceremonies and Augsburg regent, welcomed guests, who included faculty, staff, students, alumni, and friends of the College and AISSP The evening began with an invocation by the Rev. Marlene Whiterabbit Helgemo of All Nations Indian Church, and an Honor Song by the Lakota Singers, led byJerry Dearly Cindy Peterson, director ofAISSB then presented the history of the program. Following dinner, those who have impacted and helped shape the program were honored with a "give-away." Receiving special recognition were former College presidents Oscar Anderson and 2 ,+UGSBURG NOW a a Charles Anderson; former AISSP director Bonnie Wallace and current director Cindy h Peterson; Joseph Aitken; President William Frame, academic dean Chris Kimball; Herald Johnson, assistant to the vice president of enrollment and market development; Tom Morgan, vice president of enrollment and market development; Ann Garvey, associate dean for student affairs; scholarship donors; and the Tribal Offices Committee. Charles Anderson, president of Augsburg from 1980-97, receives a "give-away" blanket from Bonnie Wallace, the first director of Augsburg's American lndian Student Services Program. Assisting with the give-aways at AISSP's 25th anniversary dinner are Sandi Lallak, a specialist with Augsburg's CLASS program (left), and Sadie Curtis, a specialist with Augsburg's Access Center (right). Summer 2003 I a o Parker Palmer visits Augsburg sS. r^ Flarker l. Palmer. Y m, Courage bestselling author oI to Teach,visited Augsburg lly''ay 17 as part of the College's Exploring Our Gifts program. In the afternoon, faculty, staff, and invited guests gathered for a workshop, where the respected teacher and activist discussed vocation. Using a Mobius strip, Palmer illustrated how one side represents a person's outer life-the roles played, the "stage-self"-and the other side represents the inner life, the Tvvo "backstage self." He then demonstrated how the two are combined, how "soul and role" intersect. In the evening, Palmer addressed the issue of education with a public presentation, "Honor Thy Teacher: Authentic Education Reform in an Era of Smoke and Mirrors." Palmer suggested a need to "support the heart of the teacher, and equip them as human beings to effect change in the troubled system we call education." Parker Palmer, an acclaimed writen teache1 and activist, presented a workshop and lecture May 17 as part of Augsburg's Exploring Our Gifts program students rece¡ve Hognander Award f, iark Abelsen and Maja Lisa are the 2003-04 recipients of the Hognander Award, the College's most prestigious music award. Mark Abelsen, of Duluth, Minn., is a senior piano performance major studying with associate professorJill Dawe. He participates as an accompanist on campus and in the chamber music program, where he enjoys working with singers and string players. In the future, he plans to pursue master's and doctoral degrees in accompanying or orchestral conducting. He was a featured soloist in the 2002-03 Concerto Aria concert. lYlrtl,ruuspen FritzHuspen, of Bismarck, N.Dak., is a Regents Scholar and senior vocal performance major studying with studio artist Susan Druck. She performs in the Augsburg Choir and vocal chamber music program. In April 2002, she won first place in the intermediate voice division of the annual Schubert Club competition. She was also featured as a soloist in both the 2001-02 and2002-03 Concerto Aria concerts. The Orville C. and Gertrude O. Hognander Family Fund was established to recognize exceptional music performance and achievement. The n 7 Maja Lisa ffi Mark Abelsen '04 FritzHuspen '04 scholarship is based on merit, specifically to provide encouragement to outstanding music students. Requirements include a resume, essay, and an audition of two musical selections. NOr{Wran¡t"Y it¡t!ïtt?rñtãrtE a a Augsburg hosts Antarctic research meet¡ng of national scholars s. r4 Physics professor Mark Engebretson (left) hosted a meeting at Augsburg in May of scholars from across the country participating in research in the Antarct¡c region, including Vladimir Papitashvili (center), f rom the National Science Foundation, and John Foster (right), from MlT. Summer 2OO3 President William V. Frame was elected president of the ELCA Council of College Presidents, representing the 28 colleges of the Evangelical Lutheran Church in America. Emeritus/emerita status granted Three retiring faculty members, with a combined 78 years ofservice to Augsburg, were granted emerituVemerita status by the Board of Regents in May: Satya Gupta, professor of economics Esther Mclaughlin, associate professor of biology Grace Sulerud, associate professor and librarian For more information, see the story about retinng faculty and stafJ on p. 11. ,4ucs¡unc ruow 3 2OO2-03 Twclvc I athletic year in review All-Arnclican honors; two national players ol the weel<; l5 national toLrrnament qualifiers in individual sports; l2 All-Region selections, two MIAC Players of the Year; 22 AII-MIAC honors; three AII-MIAC second-team honors; 35 AII-MIAC honorable mention honors, 14 MIAC Players/Athletes of the Week; 50 MIAC Academic All-Conference honors; seven Verizon Academic All-District selections, and l5 sport-specific Scholar All-America selections highlightecl the sports year. Wrestling The Auggie wrestlers saw their threeseason string of national championships ended by Wartburg (Iowa), but the Auggies finished second with six AllAmericans. Freshman Marcus LeVesseur went 44-0 to earn the national title at 157 pounds, Augsburg's 3lst individual national title. Football The Auggies finished the 2002 campaign with a 2-8 overall record ancl l-7 mark in the MIAC. championship meet, a one-position improvernent from last year's finish. Augsburg's volleyball team struggled this season, finishing 3-25 overall and l-10 in the MIAC. Men's soccer Augsburg finished 4-II-2 overall and 1-8-1 in MIAC play "i U Augsburg recorded one of its best finishes in school history in the NCAA Division III Central Regional at the encl of the season, as each of the 14 runners who competed at the regional rneet for Augsburg recorded a personal-best time. Augsburg's rnen placed l3th in the 25-team event, while the women finished 20th. Men's hockey Augsburg reached the conference postseason playoffs for the fifth time in the last six years. Ar,rgsburg finished 17-9-0 overall and 10-6 in MIAC pla¡ placing third. SeniorJaro Cesþ was the top scorer among MIAC players this season, standing 20th nationally among Division III players in points. Chesky was narned MIAC Player of the Year. After a two-season absence, Augsburg returned to the MIAC playoffs with a fifth-place conference standing, finishing the season l2-lI-3 overall, 10-6-2 in the MIAC. Sophomore Lauren Chezick was named MIAC Player of the Year; tl-ris season, she led the nation in total points and was second in points-per-game. Men's basketball Augsburg claimed its best record since 1995, finishingll-5-2 overall and 5-5-1 in the MIAC. Augsburg finished 1l-14 overall, S-12 in MIAC play Women's basketball Men's golf Augsburg finished Adjusting to a relatively young lineup, Augsburg finished fifth in the MIAC meet with a 482 27-hole total, finishing out of the top four in the MIAC meet for the first time since 1993. MIAC play Women's golf 4 ,+UGSBURG NOW 4,; Men's/Women's cross country Women's soccer Augsburg finished eighth at the MIAC ¡*4É-{tr In the MIAC meet, Augsburg's men placed eighth overall, while the Auggie women placed ninth. As a team, Women's hockey Volleyball byDonstoner 4-2I overall,3-20 in Baseball The Auggies showed strong improvement in team play finishing 9-24-2 overaTl and 4-16 in MIAC play Softball shortstop Kristen Lideen earned All American honors this season. Softball Augsburg finished the 2003 seasonT-29 overall and 4-18 in the MIAC. Shortstop Kristen Lideen (junior) led the team in virtually every offensive category, setting the third-best single-season batting average in school history. She set singleseason school records for hits, doubles, and total bases, and became.just the third player in school history to go through a season without a strikeout. Men's/Women's track and field Sprinter Mathew Shannon (junior) became the first Auggie male track and field athlete to ever earn multiple AllAmerican honors in track in one season, and earned MIAC Athlete of the Week honors three times this season. Sprinter Tonnisha Bell (freshman) became just the second Auggie freshman to earn AllAmerican honors in track. For the most complete information on Augsburg Auggie athletics. visit <www. augsbu rg.ed u/at h let ics>. Don Stoner ís s¡rorts inJorntation coordtnator. Summer 2003 T I Five students earn top athletic awards !ive senior student-athletes received I athletic awards for the 2002-03 school year, voted by coaches in Augsburg's men's and women's athletic departments. Four Auggies earned Honor Athlete designation, the highest honor the College gives its senior student-athletes, and one eamed Augsburg Senior Athlete of the Year honors. career putouts are tops in school history. She has served as an year starter at Jay Howard, running back in football, Bramwell earned AII-MIAC business Augsburg StudentAthlete Mentor for two years and is a member of the MIAC Student Athlete Advisory Commiuee. With a 3.0 GPA, she has served as president of the Augsburg College Education Students (ACES) association, and is a two-time recipient of the Joyce Pfaff Academic Award for management-A women's athletics. three-year starter in men's basketball, Howard earned All- 2002-03 Senior Athlete of the Year 2002-03 Honor Athletes T.J. Bramwell, biology-A three- second-team honors in2002. He was a team co-captain in 2002 and received the football team's Auggie Award. With a 3.611 GPA, Bramwell earned Academic AII-MIAC honors and Verizon Academic All-District third-team honors in both his junior and senior seasons. Ricky Crone, marketing-A twotime All American in wrestling, Crone nation at 184 pounds this season, after finishing second coaches have been hired in four sports in recent months. Alumnus Douge Schildgen'90 was hired to lead Augsburg's baseball team. For the previous four seasons, Schildgen served as head coach at North Hennepin Community College, where he compiled a 49-44 record in his four seasons, finishing second in the competitive Minnesota Community College Conference twice and reaching state tournament and regional competition twice. InJanuary Augsburg hired Troy international business-A four- junior and senior seasons. He led the Auggies in scoring, rebounding, blocked time AII-MIAC firstteam recipient in shots, three-point baskets, and field-goal percentage. He was 10th in the MIAC in scoring his senior season, 18th in rebounding, and third in blocked shots. With a 3.593 GPA, Howard earned Academic AII-MIAC honors his junior and senior seasons. men's hockey, Cesky Jennifer Lemke, elementary educationA four-year starter in softball at catcher and first base, Lemke served as team co- 'Augsburg hires five new Goaches I ugsburg College has severa] new Flfu..r in the coaching ranks, as new Jaro Cesky, MIAC honorable mention honors his placed third in the Summer 2003 captain for two seasons. Her 631 nationally the year before. He earned MIAC and Great Lakes Regional championships, and was team co-captain his senior season. He earned the team's Auggie Award and was a part of teams that won the NCAA Division III national title in 2002 and finished second in 2003. With a 3.20 GPA, Crone earned NWCA Scholar All-America honors in 2003 and was a member of an academic national team that finished sixth nationally with a team GPA of 3.335. byDonstoner earned AHCA Division III AllAmerican first-team honors in 2002-03, Augsburg's 27th AllAmerican honor in men's hockey He was named MIAC Player of the Year for 2002-03, scoring 42 points. He was voted team Rookie of the Year his freshman season and team MVP his senior year. In March, Cesky was drafted by the Quad City Mallards, a minor league UHL team. byDonstoner Nygaard and Laura Levi to serve as cocoaches for the women's golf team. Nygaard currently serves as operaLions supervisor of the Eagle Lake Golf Course in the Three Rivers Park District (formerly Hennepin Parks) in Plymouth, Minn. Levi has worked as a golf instructor in the Three Rivers Park for the past two years, and is the golf courses' site coordinator for the LPGA/USGA Girls' Golf Program. In April, Cathy Skinner was hired as the new head coach for the volleyball team. Skinner brings 15 seasons of volleyball coaching experience to Augsburg, including eight years at the NCAA Division I level with Fordham, Princeton, and Drexel universities. ln May, Dave Johnson, who coached the Hudson (Wis.) High School girls' basketball team to six Wisconsin state tournaments and two state titles in the last eight years, rÃ/as hired as the Auggies' new women's basketball head coach. In addition to his coaching duties at Augsburg, Johnson will also direct the school's intramural athletics program and serve as equipment supervisor for the health and physical education department and the women's athletics program. ,4ucssunc Now 5 t' \'('r' I00 I'nir¡(':r \\,¡^c :;Lrl)ltìii1('(l ìn tllc 1lriril lrtrrrrurl ¡rlroto t orrtcl;1 for i ntclnltionlI ¿rrrrl of 1ì.clrr.rprr:; :;t Lrrl icl;. Wi¡rrrcr-¡; r,r,r'r"r' :;r'lcc:1ccl irr tllrt'i' clttc¡pric:;: :;cctric latrrl:;rlr¡ri':;, loclI ¡rco¡tIc irr l.r c r-os¡;-cnItrrlrI :;ctiin¡r,, irncI Au¡,,.1brrlt,, :itt-tcl(ìn1:ì ur u lrosi rjcttinlì. ¡\llr'r,inninu l)llotos wcrc c[isl)la)/ccl itr (.Ìrristcnscn I C.c:ntr:r'. Lnlries \,vcrc juclgccl on t]ìc lollor,r,ing cJ:itcrirì: cross-cullLll'irl contcnt, artistic tìncl Lcchnical cluiìlity, ancl r'cprocl ucibrìr ty Io 'r t' ltll llrt' rr innt'ts, r irit <w w\\r a Lt gsllulg. ccl u/i r tcl'r'r r : tiorul/ pho tocontcst03 >. Local people in a cross-cultural setting. Third place. A "Damara," Jamie Johnson '06. Namibia. Scenic landscapes. Second place. "Namib," Jamie e; &È,,e B Johnson '06. Namibia. Scenic landscapes. First Place. C Stacy Enger'04. Norway. "Little Piece of Norway," Local people in a cross-cultural setting. First place. D "Playing with Pigeons," Naomi Sveom '04. Argentina Augsburg students in a cross-cultural setting. First place. E "Traje tipico y tevas," Katie Nielsen '03. Guatemala. Scenic landscapes. Third place. "Nature's Embrace #2 " F Naomi Sveom '04. Argentina. 6 .+t (;srit lì(; Now Summer 2003 *: q Summer 2003 a ,,4ucsnunc n¡ow 7 PROVIDING SIRVICE BIH ND THE FRONT L NES by Betsey Norgard Behincl the neu' Welcome Desk in Cl.rristensen Center will soon appear a new plaque, thar-rking the Augsburg Associates for their funcling ancl support for the renovatìon of that space. They have also been thanked for similar projects in tl-re Augsburg Roorn, Marshall Roorn, and the Green Room in Foss Center. In the nearly 20 years since their founding, the Augsburg Associates have gi\¡en to the College over a half million clollars frorn their fundraising eflorts earmarked for special projects such as the Christensen Center rerìovation. The Ar.rgsburg CoÌlege Associates, 'uvho number around 100, is a sen'ice auxiliary cleclicatecl to fundraising lor special projects and scholarships in support ol the College. Nearly 20 years ago, in the fall of 1984, Gladys (Boxrud) Strornmen '46, Kate Anderson, and Stella (Kyllo) Rosenquist '64 er.rvisloned an organization of Augsburg alumni, alurnni 1y11,s5, ancl other lriencls of the College-sirnilar to social and service organizations on other c:rm¡luses-ancl compilecl a list of potential members to invite to a luncheon. A nurnber of these women then hostcd thcir own luncheons. iuviting classmates ancl friends with Augsburg connections. Witl-rin a yeâr, the Associates grew to arouncl 60 members. For their initial funclraising events, they sponsored benefit performances at i.l'ives, facultl, o o s. bs' Ø Through its fundraising and membership, the Augsburg Associates have supported the College for nearly 20 years. Board members are: (seated, L to R) Birgit Birkeland '58 (treasurer), Michelle (Karkhoff) Christianson '72 (president). Ruth Aaskov'53 (secretary); (standing, L to R) Lucy Hackbart, Grace (Kemmer) Sulerud'58, llene Holen, Lois (Black) Ahlbom '47,Barbara (Olson) Dettle '59. Dorothy Bailey, Maryon Lee, Mary Wick, Anne Frame, Jo Erickson. Board members not present are Dorothy (Floistad) Benson'56, Doris (Frojen) Bretheim '51,Terry Cook, and Joanne (St¡les) Laird '58 (vice president). 8 ,+UGSBURG NoW Summer 2O03 L q Associates'board by Helga Egertson, who had volunteered on similar sales with Ebenezer Society. A group of 80 or so women, who are experienced in the organization and appraisal of household goods, manage the sale and then take care of anything that didn't sell. From 1996 through 2002, with six or seven sales per year, the sales have netted $72,000 profit The new Welcome Desk in the recently renovated Christensen Center was funded by the Augsburg Assoc¡ates, and is but one of several examples of the Associates' generosity over the past 20 years. area theaters. The first, Tlrc Good Life, was only marginally successful in raising money, says Kate Anderson, a former Associates president and wife of Augsburg president emeritus Charles Anderson. "We were barely organized, and we were trying to do this at the same time." The two following projects, The Rainmaher and Gospel at Colonnus, were more successful. At that time, planning was underway at Augsburg for a new chapel, to be located in the new Foss, Lobeck, Miles Center for Worship and Communication. As the need for a new organ was discussed, Anderson recalls her proposal to the Associates-"Let's see if we can buy it for the College." Over a six-year period, they raised $250,000 to purchase the . Dobson organ in Hoversten Chapel. During the first decade of the association, their major fundraising projects were annual "Trash and Treasure" sales. For months, the group would collect donations of furniture, clothing, and other household articles for a giant sale. While quite successful, the sales were an enormous arnount of work to gather, categorize, and price the goods-and subsequently dispose of unsold items. Space was used in the old church that stood next to Melby Gyrn and in the gyrnnasium itself, meaning that everything had to be moved around to accommodate athletic schedules and other needs for the space. Summer 2003 for the Associates. These sales offer a service as well as After eight or so years, and when the church was torn down, the Associates provide a benefit for the organization. The Associates have received letters and cards of appreciation, mentioning that they are glad the money goes to support a worthy decided to end the era of the Trash and Treasure sales. cause, says Egertson. Managing estate and mo\/ing sales Anderson adds that their services are provided at times that can be very difficult for many people, some of whom already have connections to Augsburg. Each sale requires a team who spend a week or so in the home organizing, pricing, and preparing everything for sale, including washing all china and crystal Since 1996, the Associates have continued to raise funds for the College by selling household items, but now through the administration of estate and moving sales. The idea was first proposed to the a ! Avis Ellingrod (left) and Orlette Tatley (right) are kept busy ringing up and packing purchases at an estate sale in Burnsville in April. È L q Kate Anderson (right) and shopper Ruth Schuenke examined some of the jewelry items included in the Burnsville estate sale. ,4ucssunc fr¡ow 9 and polishing silver. They bring tables ancl sheÌr,ing to the sale Ìocation for clisplay On the Friday and Saturday sale days, approxirnately I0-12 r'olunteers are on hand, sor-netirnes finding a line of 20 people waiting for them at 6:30 a.rn. Customers range frorn professional clealers who follow their schedule of sales to neighbors and curious passers-b;'. Funding other special projects After the organ purchase, the Associates' second major fundraising project was furnishing the Special Collections room in the new Lindell Library The Associates raised $100,000 to create an attractive space with a proper enr¡ironr¡ent to house the special books and collections owned by the College, including the personal library donated by writer and activist Merideì LeSueur. Since then, the Associates have H ru r.w ÆHE LI fl m Graham, and Leola Josefson. renovated the Green Room in Foss Center, the Marshall and Augsburg roorns in Christensen Center, and, most recently, havejust funded creation of the Welcome Desk that greets visitors to the College center. Special lundraising projects are chosen by the Associates in collaboration with the College administration, identifying projects of the greatest need to the College. Festive hosts r7ïrr5 At Velkommen Jul 1999, among the festive hostesses were (L to R) Fern Hanson Gudmestad '41, Elaine f or Velkommen Jul The Augsburg Associates are perhaps rnost visible at the College's annual Velkommen Jul celebration for the community, held usually on the first Friday in December. Dressed in traditional Nordic folk costumes, they host the sumptuous table of Scandinavian Christmas goodies and attract visitors with sales of homernade and irnported Scandinavian gifts ancl holiday clecorations. For a number o[ years, the Associates have carried out the Over a six-year period, the Augsburg Associates raised $250,000 to purchase the Dobson organ in Hoversten Chapel. 10 ,4ucs¡uRc ruow planning ancl preparation for this popular event, as well as the baking ancl donating of many Scandinavian treats-flatbreads, lutunl¿ahe, sandbahelser; hransel¿ahe, and rosettes. Service in education Beyond fundraising, the activities of the Augsburg Associates include an annual educational seminar each spring. Speakers on various topics-some frorn the Augsburg faculty and staff-presenr sessions to which the public is aÌso invited. In addition, the Associates have endowed a scholarship offered to an Augsburg student each year. With a traditionally fernale membership, the Associates would welcome men and, especiall;', young people to their ranks. Not all mernbers need participate in the activities. For many, ¡þs organization provides a way to support the College, and higher levels of membership represent a significant portion of their annual funclraising. For inlormation about estate and moving sales or about the Augsburg Associates, contact 6 1 2-330- I 183 or 6i2-330-1171. I Summer 2003 Farewell to ,i FACULTY AND STAFF by Lynn Mena SATYA GUPTA Satya Gupta, professor of econotnics, began 27 years oï distinguished service to the College in 1976. He was granted tenlrre in 1982, and promoted to full professor in 1987. He obtained B.S. degrees frorn Agra University in Inclia, M.S. degrees from both Agra University ancl Southern Illinois University, ancl his Ph.D. from Southern lÌlinois Universì.ty. Prior to coming to Augsburg, he taught in India, Ethiopia, and Canada. "He was always very interested in his students," says Jeanne Boeh, associate professor and chair of economics. "His early work in peace studies was very l-relpful to the College." In 1981, Gupta and his wife were two of 531 appointees from colleges and universities throughout the United States for six-year terms as Danforth Associates. 'The purpose of the Danforth Associate Program is to recognize and encoLlrâge effective teaching ancl to foster activities that humanize teaching and learning for nlcrnbcrs ol campus cornrnunilies. In 1982, Gupta was awarded a grant lo conclut l a spccial serninat'on rninority education. In reflecting upon eclucatior-r ancl the role of educators, Gupta wrote in 1988, Summer 2O03 "We need education that produces not the physical or intelleciual, not the political or economics man only, but also the moral and spiritual mân-the whole man. We need to impart education that will help deveiop a meaningfui philosophy ol lile." Gupta anticipates having his hands full during retirement, helping to care for his new grandchild. ESTHER G. MCLAUGHLIN Esther Mcl-aughlin, associate professor of biology, began her career at Augsburg in 1989 as assistant professor of biology. She obtained her B.A. and Ph.D. clegrees i.n botany from the University of CaliforniaBerkeley in 1962 and 1968, respectively. Prior to Augsburg, Mclaughlin held adjunct faculty positi.ons teaching plant biology ât Carleton College, St. Olaf College, and the University of Minnesota. "However, much of the time I was a stayat-home nìother, until my younger daughter was a senior in high school," says Mclaughlì.n. Outsicle of teaching, Mclaughlin has co-eclited a two-volume book on ltrngi for Springer-Verlag, ancl is an active melnber of the Minnesota Native Plant Society. When she looks back on her career at Augsburg, Mclaughlin says she is most proucl of having inspirecl "a student or a career involving plants or fungi. She especially appreclates having had colleagues "who care as much as I do-or ms¡ç-¿þ6¡¡ biology and two" to choose teaching biology." She says she will miss her department and her students, but promises to "come back and annoy my clepartment from time to time, just in case they thought they coulcl get entirely away from me." "Esther Mclaughlin is a superb teacher whose enthusiasm, energy, and dedication is a joy to students ancl colleagues alike," says Dale Peclerson, associate professor of biology. "She has rno<leled rnany oI the best l)racl jces it] teaching: clear organization, thorough preparation, honest self-evaluation, and continual improvement. She has served as mentor both for students and colleagues. We have relied heavily on her philosophical perspective, her wellternperecl and good-humored insistence on rationality, and her willingness and ability to argue for those positions that improve the educational quality of our programs and the College ... she will be sorely missecl." In the long term, Mclaughlin looks forwarcl to spencling more time with her two chilclren and grandchildren, traveling wirh her husband (incluciing trips to Asia and South America to collect fungi), ancl ,4ucs¡unc ruow 11 Fa rewell to Retiring plans to volunteer at the Bell Museum of Natural History at the University of Minnesota, where her husbancl is curatclr of fungi. storytelling. "She has often entertainecl the library staff with stories of her travels GRACE K. SULERUD '58 Augsburg, both as a stticlent ancl as a librarian," adcls Susan Certain, accluisitions coordinator. Suierucl particì-tlarly enjoyecl worliing wìth the library stafl to clevelop the library's collections and expancl services. An Augsburg graduate fiom the Class of 1958, Grace (Kernmer) Sulerud returnecl to the College in 1.966 as a circulation librarian. She stayecl for 37 years, retiring as associate professor ancl collectior-r development/reference iibrarian. She also served as acting heacl librarian for one year, interirn co-clirector for another year, and taught children's literature in the education department for 14 years. She obtainecl a B.A. in English frorn Augsburg, ancl two M.A. degrees frorn the University o[ Minnesota (library science in 1968 and English literature in 1970). Her husband, Ralph L. Sulerud, is professor emeritus of biology. "Grace Sulerud played a number of roles as professor and librarian ... but her most important role has been as a model to others," saysJane Ann Nelson, director of Library Services. "She's modeled enthusiasm for learning, her own learning and that of others; eagerness to try new ways to serve stuclents or connect with faculty; and seemingly bounclless energy to work for peace and jr-rstice, to travel, and to serve on caÍìpus committees. Grace's legacy to Augsburg includes a strollg collection of books as well as strong relationships between the library and faculty" Many of Sulerud's colleagues are especially fond of her talent lbr 12 ,4UCSSURC NOW and overseas teaching experiences, ancl lras ¡rlovitlctì lristolical l)clsl)c( livc lr) rnany situations liom her years at "I'll rliss the work ancl daily encoLlrÌters with the people here who have so greatly enriched my life," says Sulerud. "I'rn pleased that I could spend so rnuch of my life at Augsburg, first as a siuclent and, after a few years of teaching here ancl abroad, as a librarian f'or over 30 years. "I expect to continue working on social issues such as affordable housing, spend time with friends and farnily, travel, paint a bedroom, and take more walks." MARY DUFFEE Mary Duffee came to Augsburg 1988 as facilities assistant in to the director of the newly instituted Department of Facilities, created to establish centralized scheduling on campus, as well âs to coordinate both on- and off-campus events. Duffee played an integral role in helping this departrnent, now known as Events ancl Classroom Services, to evolve from a rnanual schecluling process to the more sophisticated schecluling software cllrrently in use. "When I started at Augsburg lin 19991, Mary scheclulecl everything on huge hard copy books and then transferrecl recorcls to a software program," says Craig Maus, clirector of Events ancl Classroom Services. "The olcl software progranl wasn't so great, so tl-re College pr-rrchasecl a new prograrn." In the transition fronr tlre olcl progrâm to the new program, Duffee workecl hard to keep the carnplrs events schedule running smoothly ancl, for a tirle, was forced to scheclule everything three times-hard copy, olcl software, and new solÌware. Maus creclits Duffee with having been an invaluable member of the carnpus community. "She knew the campus, the departments, the phone ¡¡mþs¡5everything. She was a wonderful resource." Few at Augsburg know that it was Duffee who won a contest to name two Christensen Centel meeling loonìs upolì their renovations-the Cedar and Riverside rooms. Prior to Augsbr"rrg, Duffee worked in office adrninistration at the University of Minnesota, Golclen Valley Lutheran College, and Bethel College. "I discovered [early on] that working in an academic environment and Christian college community is my passion," says Duffee. "My position at Ar"rgsburg provided interaction with faculty, staff, students, and the general public. I will especially miss working with students, as I always enjoyed their vitality and energy. "The gift of retirement will provicle me with the opportunity to take more trips, watch more sunsets, take more walks, explore new bike paths, and savor relationships with friends and farnilyespecially the six little ones who call me 'Granchna.' Retirement will also enable me to try new opportr.lnities, such as special interest classes ancl part-tirne ernployment." I Summer 2003 È COMMENCEMENT2OO3 u The 134th year of Augsburg College s' ¡l l i Despite overcast skies and sporadic rain showers, spirits were high at this year's Commencement f estivities. ül () s. ra President William Frame presents Paul Peterson, a metro-urban studies major, with the Marina Christensen Justice Award for his commitment to community issues. REPRESENTATIVES FOR THE CLASS OF PAUL PETERSON RECEIVES MARINA CHRISTENSEN JUSTICE AWARD Paul Peterson, a senior metro-urban studies major, was selected as the 2003 recipient of the Marina Christensen Justice Award. Each year, this award is presented to the graduating senior who best exemplifies Augsburg's motto "Education for Service." The student must have demonstrated a dedication to community involvement as characterized by the personal and professional life of Marina Christensen Justice, who courageously and effectively reached out to disadvantaged people and communities. Peterson, from Minneapolis, has carried out a wide range of activities that led to his being selected for this award. Among them are internships with both the Lyndale Neighborhood Association and the Higher Education Consortium of Urban Affairs' Metro Urban Studies program. He has been an active member of MPIRG (Minnesota Public Interest Research Group) and the Coalition for Student Activism. In addition, he spent this past spring break on the Lilly grant "Community Development and Civil Service Exploration" trip to Washington, D.C. As one of his professors commented, "Paul represents the kinds of commitments to social and community building that Marina lived for." 2OO3 COMMENCEMENT,FUN FACTS, I Jean M. Gunderson, representing graduate students 3000 Attended Commencement Ceremonv I I Sarah R. Haberkorn, representing day school students 542 Served for brunch Christin R. Crabtree, representing Weekend College students 19 Cakes for t"he luncheon 1 Pair of graduating sisters with the same first name and the same major Summer 2003 4ucssunc Now t3 o a b s. O B' r^ Augsburg Chamber Orchestra director Paul Ousley poses with graduating orchestra students after the Commencement Concert. Pictured, L to R: Heidi Peterson, viola, business administration (marketing) major; Jody Montgomery, violin, music therapy major; and Callie Hutchison, violin, music performance Graduating senior and McNair Scholar Charles Barton (right) enjoys a moment with Emiliano Chagil, director of Augsburg's Hispanic/Latino Student Services, before the ceremony' major. CEREMONY KEYNOTE SPEAKERS THANK STEPUP PROGRAM, ADVISE GRADS TO FIND BALANCE BETWEEN WORK AND FAMILY -L () s. I don't have any magic words or easy answers, but what I do know is that each of you will progress in a way that's perfect for you. Clearly, you are embarking on the next stage of your very interesting life-no one else's. ... I wish to thank and bless the students, staff, and administrators of StepUP, starting with Don Warren, the founder of the program, to the current staff and participants. Your unrelenting vision and energy are making a critical difference in people's lives. I thank you from the bottom of our hearts for giving our son [Adam] a safe, supportive, challenging, and demanding place to return to college. Thank you to Augsburg. -L George Kwangware, a management information systems major, celebrates before the ceremony. So you're about to take this amazingjourney called the rest of your life. Whatever you do, make a difference. You don't have to win a Nobel Peace Prize to have an impact. If you help someone else, you will help yourself. It's so simple, it's all right-and, in fact, it's wonderful-to have a passion for your job. But separate your job from your life. l'm one who has had a job that is very demanding, and have been gone a lot, but I have tried to separate those important parts of my lifethe job which takes me from home a huge amount of time, and still pay attention to my kids and my o a $ fi ,ì s. E Steven Grande (center), a history major and McNair Scholar; gathers with his parents after the Baccalaureate service, 14 4UCSSUnC NOW aur i e D un c an -M cWethy The Class of 2003 begins their graduation day in Hoversten Chapel, first at an early morning Eucharist service, then at the Baccalaureate service (pictured above), led by Augsburg campus pastors, Rev. David Wold (left) and Rev. Sonja Hagander (right). wife. ... You cannot imagine how relevant the building blocks and knowledge and experiences you've gained here will be in the rest of your life. ... What you've learned at Augsburg may not be the answers, but you've been given the tools to start asking the right questions, and that is critical. -JohnF. McWetlry Summer 20O3 o o s. COMMENCEMENT 2OO3 Eü' ABC NEWS CORRESPONDENT JOHN MCWETHY AND ELDER CARE ADVOCATE LAURIE DUNCAN-MCWETHY DELIVER KEYNOTE SPEECHES ABC News correspondentJohn F McWethy and his wife, Laurie Duncan-McWethy, were the keynote speakers at the Commencernent Ceremony Sunday, May 4. The 2003 graduating class included their son, Adam (pictured on p. 24 with his fiancée, Christin R. Crabtree). Their other son, Ian, is a student at Fordham University in New York City Marissa Mapes, a communication major, joins fellow grads as they process to the ceremony, o B' q Faculty and staff line up to enter Melby Hall for the Commencement ceremony, SJ b u $ "We greatly admire Augsburg College and its StepUP program, in particular," Laurie commented upon accepting Augsburg's invitation to speak at this year's ceremon)¿ "Not only has the school been an asset to our son and family, but we find the College's role in education unique and filled with an exceptional mission. We are pleased to be part of the graduation exercises and a support to the Augsburg community" Laurie Duncan-WcWethy is the owner and president of an elder care management company called Choices for Aging and its affiliated daily money management company Paperwork Solutionstt for Seniors. She founded the company in l99t when she saw the need for assistance by older adults struggling to remain in their homes or deal with a care crisis. She graduated from DePauw University in Greencastle, Ind., and received her master's degree in health care administration from George Washington University in Washington, D.C. In addition to her health care background, Laurie is a certified public accountant specializing in long-term care counseling and retirement planning. John F McWethy is chief national security and Pentagon correspondent, Washington Bureau, for ABC Nøws. An ABC correspondent since 1979, he reports on military and diplomatic aspects of U.S. foreign policy Widely honored for his work, John received three Emmy Awards for his reporting on Ross Perot, the Persian Gulf Waq and the Soviet military. He has also received the Alfred I. DuPont-Columbia Award and the Overseas Press Club Award. He is also a graduate of DePauw University, and earned his master's degree from Columbia University's Pulitzer School of Journalism. Augsburg's StepUP program, founded tn 1997 by Don Warren, is a nationwide model providing resources and support for students in recovery from drug and alcohol dependenc;z After five years of service to recovering college students, and a career dedicated to student-centered education, Don Warren retired in the spring of 2002, handing his duties to StepUP's currenr director, Patrice Salmeri. s) Ê O s E H u ù u r4 E Patricia Gonzales (left) adds a master's hood to her academ¡c garb, as she receives her Master of Arts in Nursing diploma and degree from Cheryl Leuning, nursing department professor and chait. Summer 2003 John McWethy, ABC News correspondent, and Laurie Duncan-Mcwethy, elder care advocate, deliver keynote speeches at the Commencement ceremony. Their son, Adam McWethy, was among the members of the Class of 2003 listening in the audience. .Aucssunc r{ow 15 r U È s s. lb Desiree Jorgenson (center), a psychology major, Honors Program graduate, and McNair Scholar, shares a laugh with McNair Scholar program director Dixie Shafer (left) and Rebekah Dupont (right), assistant professor of mathematics, at the Commencement reception. A future Auggie grad tries on her mother's mortar board for size. THE AUGSBURG COLLEGE CLASS OF 2OO3 ) 534 Candidates for graduation I 315 Day program graduates I 148 Weekend College graduates I 38 Graduate students (5 Master of Arts in Leadership, è h 26 Master of Social Work, 7 Master of Arts in Nursing) 32 If I 13 a I Rochester Program graduates United Hospital Program graduate Countries of graduates (Bangladesh, Brazll, Cameroon, Canada, Colombia, Czech Republic, Guatemala, Lebanon, Somalia, Tibet, Uganda, Ukrainia, and Zimbabwe 20-60 Age range of graduates in the Class of 2003 Karen Sutherland, associate professor of computer science, poses with computer science major Hoa Nguyen (right) and his wife (left) at the reception following the Commencement ceremony. h U s ù MASTER OF ARTS IN NURSING-CLAss OF 2OO3 Academic dean Chris Kimball (left) chats with Brad Motl (right), a mathematics and physics double maior, at the Commencement reception. Motl accepted a research assistantship at the University of Wisconsin in the Department of Nuclear Engineering and Engineering Physics. 16 ,4ucssuRc t{ow The Master of Arts in Nursing program celebrated its second class of graduates' Pictured, L to R, seated (faculty): Ruth Enestvedt, assistant professor of nursing; Bev Nilsson, professor emerita of nursing; and Cheryl Leuning, professor and department chair of nursing. Back row, L to R (graduates): Sandra Leinonen, Karen Ackerman, Brenda Becker, Deb Brown-Schumacher, Patricia Gonzales, Jean Gunderson, and Rae Ormsby. Summer 2003 ll I I From the Alumni Board president's desk... ¡/ll lJ n May 4, I had the privilege and hono, to address a new class of graduates at the l34th Commencement ceremony, and welcome them as official alumni of Augsburg College. The fall issue of the AugsburgNow will provide more information on the board's new leadership and members. Several dedicated board members have completed their terms, and we will endeavor to keep them involved in the Augsburg o Thirty years ago, I sat in the same Meþ Hall as a young graduate looking forward to new horizons, but feeling sad that I was leaving so many good friends. These years later, I still get seats in community together with some of my classmates once or twice a year. Being Alumni Board president has brought me back to campus, and now I have a new set of friends from different classes and programs. It has been a great experience to work with the College and the wonderful members of the Augsburg community As my term has ended, Dr. Paul Mueller'84 from the Mayo Clinic is slated to become the next president of the Alumni Board, with Bill Vanderwall'93 Andrew Morrison '73, 2OO2-03 Alumni Board president addressed the Class of 2003 at the Commencement ceremony in May. WEC as president elect. We are fortunate to announce that Lew Beccone'98 MAL; Dan W Anderson '65; Tom A. Peterson'70; Jacqueline (Brookshire) Tèisberg'80; Luann Watson '88,'02 MAL; and the Rev. Karsten Nelson '83 have been nominated to the board. Speaking of keeping involved with Augsburg, please contact the Alumni Board or AlumniÆarent Relations and let us know what interests you as alumni. We want all of you to know about the wealth of new programs at the College and the numerous opportunities for alumni to become involved with Augsburg. A good time will be had by all. Q72,,*-, Andrew Morrison'73 Alumni Board, president Lori Moline '82 rece¡ves women's business award I (ì s ffi:.ïi*' company specializing in religious travel wins a business award. But in April, creating *J Lori Moline'82 journeys of faith and pilgrimage earned Lori Moline'82 and her business partner, Martha Van Gorder, the honor of Emerging Business Owners of the Year by the Minnesota Chapter of the National Association of Women Business Owners. Their travel company, CrossingBorders, Inc., based in Bloomington, Minn., creates church-related international tours that provide spiritual expression and religious education. Few businesses have faced such a series of challenges as CrossingBorders. First, the viability of one of their key travel Summer 2003 products was eliminated when the conflict erupted inJerusalem in late 2000. "The first destination for many Christian travelers," Moline and Van Gorder note, "is a journey to the Holy l¿nd." Ayear later there was the impact of September 1f , 2001, followed by a weak economy and the weakening U.S. dollar, and now the situation in Iraq. It has required strength and unwavering commitment to the long-term potential of their business mission. Van Gorder states, "We remain committed to helping U.S. cit2ens discover their Christian heritage, other cultures, and often times other faiths through international travel." To meet the challenges, CrossingBorders has expanded travel products, strengthened its overseas people-to-people connections, and focused on working with church leaders who put a high value on intemational travel. "We have witnessed," Moline said, "some church leaders embracing the belief that it is more important than ever to travel beyond our borders to understand our place in the world." With planning up to 18 months in advance, clients are preparing to travel to Greece, Turkey, Italy, England, Scotland, lreland, Germany, Czech Republic, Slovakia, Hungary Austria, and China. Tours created by CrossingBorders emphasize a combination of church heritage, cross-cultural, and spiritual experiences. Prior tour highlights include a choir performance in the church of a Slovak village to standing-room only, a pastor given permission to play one of France's greatest church organs with the tour group listening by his side, a church group meeting elderþ members of the Lutheran church in Dresden to hear how the church was bombed in WWII, and members sharing communion at the Christian Catacombs in Rome. ,4ucssunc Now 17 ta 1 939 The Rev. Alfred H. Sevig, Spicer, Minn., retired inJanuary 2002, alter 45 years as pastor in five parishes, and 15 years as part-time hospital chaplain/pulpit-supply. Last July, he had heart bypass surgery and has recovered well. He celebrated the 60th anniversary of his ordination in October. 1947 The Rev. Paul Blikstad, Salem, ¡a o Ore., continues in his l5th year St. Matthew Lutheran Church in as host of TheWillamette Renewal Radio Broadcas¿, a half-hour program sponsored by the evangelical churches of many denominations located in Salem. The broadcast can be heard Sunday nights at 7:30 p.m., Pacific time, at <www.kccs.org>. 1 956 The Rev. Ervin Overlund, Beaverton, Ore., retired in December, and was granted pastor emeritus status by Beaverton. He celebrates 41 years o[ ordained parish ministr¡ including 17 years ofparish ministry in North Dakota, 18 years of institutional chaplaincy in North Dakota and Canada, and six years as a visitation pastor. He and his wife, Sylvia (Moe) '58, can be reached via e-mail at <ekosao@attbi.com>. 1964 o o The Rev. James Parks, Columbia Heights, Minn., is s. à chaplain o[ Crest View Senior Housing nursing home, which provides a continuum of care for a U seniors. 1 Staten Island, N.Y., is the associate director of a museum housing the John A. Noble a Maritime Collection, which includes drawings, paintings, lithographs, and writings capturing the past century's "Age of Sail." The museum is part of Staten Island's Cultural Center. She recently retired from Lucent Technologies, where she was development manager. 1 à' 966 The Rev. Rodger Ericson was I recently featured in the Cambridge, Minn.,Stør newspaper. A lieutenant colonel for the U.S. Air Force, he was assigned to the Brooks City-Base in Antonio, Texas, as chaplain for the 3llth Human San Systems Wing and executive officer of the 3llth Mission Support Group. He has 23 years of military service. Alumni and friends of the College gathered at the Seattle Art Museum in March to attend a performance of the Augsburg Chamber Orchestra, Pictured, L to R: Anne Frame, David Fagerlie '76, and Bonnie (Johnson) '67 and Bryce Nelson. f8 ,4ucssunc Now is a victim advocate with C.O.PE., working to empower victims of domestic abuse/violence. She also has a side business of making creations from gourds and modified pine needle baskets. She can be reached via e-mail at <dav e7 5kay@netscape.net>. f 968 Michael Arndt, Thousand Oaks, Calif., received the Excellence in Theatre Education Award of the Kenney Center/American College Theatre. Festival at the American Theater Festival XXXV held in Logan, Utah, in February He is professor of drama at California Luthe¡an University in Thousand Oaks, and is co-founder and artistic director of the Kingsmen Shakespeare Compan¡ a 965 Julie (Gudmestad) Landicina, Augsburg alumni and friends gathered at the Housh home in Arizona in March. Pictured, L to R: Anne Frame, President William Frame, Ruth (Ringstad)'53 and Marvin Larson, Lowell Ziemann'60, Jean and Allen Housh, and Vickie (Skor) '59 and Howie '53 Pearson. nicknamed the "earthship." Kay 1967 Kay Eileen (Nelsen) Jenness, Lal-uz, N.Mex., and her husband, Dave, are building an underground house in Laluz, professional theatre troupe that brings Shakespearean plays to life each summer in CLU's Kingsmen Park. The troupe also performs at other venues, coordinates apprentice programs, sponsors Theatre in Education programs in local schools, and organizes summer theatre camps for youth. 1969 Kathleen Adix, Plymouth, Minn., was featured in the New Hope-Golden Valley Sun-Post after being awarded the Arts Coordinator of the Year award from the Minnesota Alliance for Arts in Education (MAAE) in April. Kathleen is curriculum coordinator in District 28I, ,/'? where she has worked since 1969. 1972 Robert Engelson, Clinton, Iowa, is starting his eighth year as music department chair, fine arts division chair, and choir director at Mount St. Clare College. He is also president of the Board of Directors of Clinton Symphony Orchestra. His wife, Thea, is music director atZior' Summer 2003 ) r¡rrrcreff=filÏIiE Summer Auggie Hours al fresco! Come for the great patios and stay for the interesting speakers and networking opportunities! The Augsburg Alumni Board invites you to these popular summer alumni gatherings at local outdoor patios the second Tuesday of each month at 5:30 p.m. July 8 Pickled Parrot Apple Valley, Minn. Facilitator: Norm Okerstrom '85 August Evangelical Lutheran Church in Clinton, and is pursuing her doctorate in music literature-voice at the University of lowa. Their son, Matthew, is in sixth grade. 197? Don Swenson, St. Paul, is vice president o[ operations at Bachman's, the largest privatelyheld retail florist in the United States. He gave a presentation entitled "Tèchnology and Problem Solving for Business," for the Augsburg Business Organization (ABO) in April. 1975 Subhashchand Patel was 12 It's Greek to Me Uptown, Minneapolis Facilitators: Jeni Falkman '0I At Patty Park'02 MAL RSVP to AlumniÆarent Relations if you can, or just show up and enjoy a summer evening catching up with old friends and learning something new. featured in the Montevideo American-N ews for practicing dentistry in Clarkfield, Minn., for 26 years. He and his wife, Annette (Hanson)'74,'89 MAL, reside in Clarkfield. 1977 Neil Paulson started Franklin Financial Corp., privately funded a /¡l¡IIñN,IIm¡iJfrr\rl ,REALIZING THE AUGSBURG VISION' an invitation from President Frame Members of the alumni, associates, and parents' advisory boards have been invited tojoin the regents. facult¡ and staff in identifying strategies and initiatives that will clarify the institutional vocation of the College and strengthen its capacity to serve it. President Williarn V Frame welcomes any comments or suggestions lrom aìl alumni; please send them by August 15 via e-mail to <frame@augsburg.edu> or to Augsburg College, CB 13f, 2211 Riverside Ave., Minneapolis, MN 55454. mortgage company that offers sub-prime loans to help customers rebuild their credit. William Reyer, English professor at Heidelberg College, Tiffin, Ohio, is the 2003 recipient of the Jane FrostKalnow Professorship in Humanities, established to foster educational excellence in humanities teaching. Reyer has been a member of the Heidelberg faculty since t9B2 and serves as chair of the English department. 1978 Jonathan Moren, Eden Prairie, Minn., was elected vice president of the Minneapolis District Dental Societ¡ a chapter of the Summer 2O03 ;¡ " la Jackie (Kniefel) Lind '69, '94 MAL and Andy Fried '93 were recognized in April at the end of their terms on the Alumni Board of Directors for their leadership. Other outgoing board members include Paul Fieldhammer'65, Tom Hanson '66, Jeff Elavsky'68, and Christopher Haug '79. Minnesota Dental Association, in April. He also assumed responsibility as president of the United States Ski Association, Central Division, Region One board in May. He practices 1979 Linda Sue Anderson, Minneapolis, and Zach Curtis '97, appeared in the Twin Cities' area premiere of Lanford Wilson's in dentistry for both Boynton Health Service at the University of Minnesota-Twin Cities and Booh o[ Days at the Theatre Pentagon Dental. Bates. Debra Axness, Charleston, living with her boyfriend, Larry aboard a The Rev. Louise Britts was featured in Norfh N¿ws for S.C., has been sailboat for almost three years. They left Duluth in 2000 and sailed through the Great Lakes to the Erie Canal, down the Hudson River to the Atlantic, over to Chesapeake Bay, and down the East Coast to the Florida Keys. They are currently anchored in Charleston, where Debra is working at the Medical University ol South Carolina as associate director of a computer lab for a research center that does compute-intensive work on the Round. Linda played Martha Hoch and Zach playedJames recently being ordained and installed as pastor of River of Life Lutheran Church in Minneapolis. She was previously the interim pastor at Good Shepherd Lutheran Church in afIrrù¡I¡Lrra[lltD 2003-2004 Alumni Board meeting schedule August 19 November 18 February l7 April20 brain imaging research. June Susan Shaninghouse, Minneapolis, is a primary teacher of a multi-age classroom at Meetings are open to the public and all alurnni are invited to attend. Meetings are held in the Minneapolis Room in Christensen Center at 5:30 p.m. For rnore information, visit the alumni Web site at <www.augsburg. edu/alumni>. ParkView Montessori School in North Minneapolis. She is pursuing special education licensing in EBD through coursework at St. Cloud State University and the Minneapolis Public School District. 15 4ucs¡unc ruow t9 Class Notes Boardman, Ore., and has served as the outreach minister and youth minister at several Minneapolis churches. 1 980 accepted the position of worship ministries pastor at Brooklyn Park Evangelical Free Church in fall 2001. He and his wife, Mary (Johnson) '80, reside in Champlin, Minn. The Rev. John E. Carlson 198f 1 Mary Beamish, La Crosse, Wis., married David Christensen in February. Mary is a copy editor at the Duluth News kibune and David is employed by St. Louis Janet Paone and Deb Pearson '83 were featured guess on the 983 Ruth Koscielah Show on KCCO radio in March. Janet was one of the original cast members of County. m o a Erica Benson '94= Path leads from basement to Beverly Hills s. à (J by Dan Jorgensen When Erica Benson '94 started on her career path she literally found herself with nowhere to go but up. That's because her first job was located in a basement. Benson, who now works for Beverly Hills-headquartered Kaleidoscope Films as a producer of movie and TV promotional spots, landed her first media job working out of the basement at the PBS affiliate ì.n Chicago. "I sort of got into my career by accident," she recalled. "I was in the promo department and soon I was on my way One job led to another until I eventually took the plunge and moved out to L.A. I went to a promo house and got experience doing network stuff, including movies. Eventually that Ianded me my job here at Kaleidoscope." work at A communication major, her first experience in the promotion field came through the news side when she landed an internship atKARE-1LN¿ws in Minneapolis. Erica Benson, a 1994 communication grad, successfully transitioned from her first media iob working out of the basement at the PBS affiliate in Chicago, to Beverly Hills-headquartered Kaleidoscope Films, pictured above, as a producer of movie and TV promotional spots. "While I wâs there I met this crazy yovîgproducer named Larry Watzman," Benson said. "He was always going out on shoots and sending me to fetch Bowie and Devo CDs for his spots. He pointed out that the great thing about TV promos is you get to wear many hats-writing, directing, producing, and sometimes editing-versus work in advertising where you are forced to specialize in one area. "I'd also have ro give a nod to MTV in shaping my career. I'm a pretty 'trendy' gal, so the thought of basically doing 'art' in and ever-evolving medium, AND getting paid for it totally rocked." a hip way, in an exciting Benson said she sort of "grew up" at Augsburg, where her father, Tom Benson'56 was the longtime director of Planned Giving, and not only helped raise money for the College's scholarship funds but also for funding many of the newer Augsburg buildings, such as Lindell Library With a tuition break because of her father's employrnent, she decided to try a year or so to see if she would like being a student where her father worked. "I stayed because I liked the small classes and individualized attention I got from my professors," she noted. Her principal Augsburg mentors, she said, were communication professor Deb Redmond, who also served as her advisor, and English professorJohn Mitchell. Benson also has other Augsburg connections, including her uncie John Benson '55, a professor emeritus of religion. Since entering the promo field full time, she's done work for almost all the major TV networks, including a short stint full time at FOX. She cut movie spots for a Star W'ars campaign , Erin Brochoyich and Runaw ay Bride, and has done promos for such TV shows as the CBS blockbuster miniseries Hitla¿r. Other TV shows have included That '70s Show , Dr Phil, Spin City , and 3rd Roch From the Sun, to name just a few. The art of creating these spots is made even more complicated by the fact that they have to "fit" into 30 seconds. Making the transition to the L.A. area from Chicago, she noted, wasn't as hard as she thought it might be, "except everyone is so skinny out here, and I like to earl" She makes her home in Toluca Lake, which is next door to Burbank, home of NBC's The Tonight Show. As for advice to those interested in the field, she says "definitely internships, and make all the contacts you can. Go on informational interviews, write thank you notes, and keep in touch. It's all about who you know "As for actual skills, if you want to edit, learn programs like AVID, Final Cut Pro, and After Effecs, which is a graphics program. More and more producer/editors are expected to make their own graphics these days, and this is especially true in television, which has become a very graphic sensitive medium." And for a final word of advice, she advocates long hours and hard work. "l know it sounds depressing, but be prepared to pay your dues and do grunt jobs for long hours at little pay Then, if you hang in there and prove you are ambitious, it will all pay off." Dan Jorgensen is director of public relations and communication. 20 4ucssuRcr,¡ow Summer 2OO3 ) Minneapolis' longest running theatrical production, Tony n' Tina\ Wedding, and is now a theatre director at a local high school and has done extensive voice-over work. Deb is the manager of the Children's Theatre Company. Anthony Munsterman, Ironton, Minn., was featured in ¡he Aithen Independent Age as feature French horn soloist in The Great River Strings Ensemble concert, "Something Old, Something New, Something Borrowed, Something Blue" in March. He is band director for the elementary and senior high bands in Crosby, and has taught music in Minnesota, Montana, and North Dakota for 19 years. Throughout his career, he has directed or participated in numerous choirs, orchestras, and ensembles, both with the French horn and voice. In 1998, he was the assistant principal horn in the College Band Directors National Association Honor Band. He and his wife, a trombonist, have three children. 1 985 Peter Carlson and his wife, Sara (Treanor) '87, Maplewood, Minn., both received their master's degrees in psychology. Sara is licensed in marriage therapy and owns a private practice. The Rev. Tammy Rider, Claremont, Minn., was recently honored for her award-winning sermon addressing the issue of violence against women, "Sleeping Women," at the Walk the Talk recognition banquet, part of the third annual Spiritual Speakout for Violence-Free Families ecumenical competition. 988 Jeffrey Bates, Chicago, is student special services advocate at Prosser Career Academy on Chicago's West side. He is also Summer 20O3 o a AT Ê* a 2 5 programs and projects since 1997. He is former board member of Future Teachers of Chicago and lllinois, and secretary of the Northwest Neighborhood Federation Board of Directors and catalyst for community improvements. Jeffrey is the proud single father of Alyssa Carolynn, 7, and Kyle An Auggie track athlete. pictured on the left, is now noteworthy because of this race from around 1960, won by Macalester student Kofi Annan. now UN Secretary General and Nobel Peace Prize laureate. This photo appeared in the January issue of Smithsonian magazine as part of an article about Annan. Do you know who this Auggie runner is? Please let us know! Jeffrey, 5. Susan Hakes married John Gorski in November. She opened her own real estate company, Hakes Realt¡ in Grand Marais, Minn., inJanuary. She can be contacted via e-mail at <hakes@boreal.org>. Tim A. Todd, El Sobrante, Calif., is group finance manager for BioRad Laboratories in Hercules, Calif. He relocated from Borbach-Le-haut, France, where he worked at Roche Pharmaceutical Co. of Basel, Switzerland. He attended Schiller International University in Heidelburg, German¡ in 1991 to receive his MBA, where he met his wife, Hélène. They have three children: Natalie, 7, Carol1.n, 6, and Christopher, 2. Kiel Christianson received his Ph.D. in linguistics from .1987 1 the head coach for girls'softball, varsity [ootball assistant head coach (offensive coordinator), and assistant coach for girls' varsity basketball. As the service learning coordinator at Prosser, he has developed innovative Michigan State University in December. He and his wife and daughter moved to Amherst, Mass., where he is a postdoctoral researcher in the psychology department at the University of Massachusetts. 1 989 Pamela Dorset Hoye was featured in the Mírrrreapolis Business.lowncl as owner of Calhoun Beach Framing Ât Art Gallery. 1 990 Lara Elhard, Minneapolis, is pursuing her M.E.D. in Family Education at the University of analyst for the Toro Company. Minnesoa-fwin Cities. 1 I 991 Perrine Dailey married Mau Mikesell in August. She is an Colleen Kay Watson, Mendota Heights, Minn., wrote two articles for CollegeRecruiter.com, assistive technology specialist for the PACER Center's Têchnology Center, where she has worked for eight years. Perrine held her first solo art show at a St. Paul café inJanuar¡ which featured her fractals. She has also been featured in several other art shows sponsored by VSA MN (Very Special Arts). The couple resides in St. Paul. entitled "You Will Find What You Are Looking For" and "Don't Let the Beetles Get Under Your Bark." Colleen is CEO and cofounder of Career Professionals Inc., which helps job seekers find entrylevel opportunities in management, marketing, sales, customer service, finance, and administration. Carla Beaurline, Eden Prairie, Minn., is founder and co-host for the new cable television show, Aroundthe Town, covering the seven-county metro area, and airing on MCN regional channel 6 and Time Warner 23. She was director of national sales for a direct response radio agency and has been in advertising sales for eight years. In addition, for the last six years she has served as a parttime spokesperson/co-host/model for ShopNBC and QVC. 1 993 Brent Anderson married Marilyn Barry in April. Brent is a manager in the small business division at Qwest Communications in St. Paul, and Marill,n is a senior financial 1 995 996 g il Ryan Carlson, Minneapolis, participated in Seagate's eco- challenge, an adventure race consisting of mountain biking, sea kayaking, hiking and orienteering, and rappelling, in Brisbane, Australia. Individuals from Seagate sites around the world are nominated to participate in the six-hour race. He is a manufacturing manager for Seagate, and can be contacted via e-mail at <rcarlson@seagate.com>. Scott Magelssen, Rock Island, Ill., received his Ph.D. in theatre history and theory from the University of Minnesota in spring 2002. He is assistant 4ucsnunc now 21 Class Notes m Jane Jeong Trenka '95: A journey in words orJudyPerree An accomplished rnusician and soon-to-be published book author, JaneJeong Tienka says she has been very "lucþr" Tienka graduated magna cum laude in I995 with degrees in music perlormance and English. Her first "real job" came about by a suggestion from Jill Dawe, Augsburg assistant professor of music, that she volunteer at The Schubert Club. Dawe's suggestion led to a job at which she stayed for five years. While at The Schubert Club, Tienka directed a music program, Musicapolis, which reduced the cost of music lessons for children who couldn't otherwise afford them. She now teaches private piano lessons out of her home. A quirk of fate and a trip to a plumbing store eventually led to the publication of her first book, due out this fall. What do plumbing and writing have to do with each other? Well, the plumbing store was across from The Loft Literary Center, and since she was already street. in the neighborhood, she decided to make a professor o[ theatre arts at Augustana College in Rock Island. FT IJ ffi ffi ffi Thanks to a "quirk of fate" that led to Jane Jeong Trenka'95 receiving The Loft Creative Nonf iction Mentorship Award, she is celebrating the publication of her first book, The Language of Blood: A Memoir (Borealis Books), due out this fall. trip across the "I loved writing while I was at Augsburg, but had no idea I was a writer," Tienka said. After winning the award, she discovered she could indeed write. Since then she has aÌso been awarded aJerome Tiavel and Study Grant, a Biacklock Nature Sanctuary Fellowship, a Minnesota State Arts Board Fellowship, a fellowship from SASE: The Write Place, and an Honorable Mention for the Water-Stone 2002 Brenda Ueland Prose Prize. Tienka said she feels kind of "guilty" that it has come so easy "Some people slave at their writing for years before they publish, but I had luck. I'm glad people are interested in what I have to sa)¿" The Language of Blood: A Memoir will be available this fall from Borealis Books. It is a personal comingof-age story of her search for identit¡ which takes her on a journey from Minnesota to Korea and back. Included in her book are some of her experiences at Augsburg. Tienka said Augsburg gave her the feeling of freedom to do whatever she wanted. It gave her a good liberal education base, which has allowed her to pursue music as well as a literary career, and even beyond that, if she chooses. "Without that scholarship, I never would have been able to attend Augsburg." But what she liked was the urban setting. She said she was so excited when she tasted her first Korean food-growing up in a small, northern Minnesota town, ethnic restaurants were few and far between. She came to Augsburg on a President's Scholarship. "I liked the slice of urban life where there is a diversity of people. In this setting I was able to find out who I really was." While at Augsburg, Trenka said she made "terrific friends," and the faculty were so giving. She got a sense that she could try whatever she wanted. 'John lMitchell, associate professor of Englishl was fantastic. He would hang out with students at this little coffee place and talk to us. It was a blessed time." She said it rerninded her of "hang-out places" you always hear about back in the'60s. "It was like a little bubble in time at Augsburg." What's next for Trenka? She is working on writing a series of children's books on home repair with a cowriter who is a builder. Her books will focus not only on home repairs, but diversity "It's rare to see interracial families depicted in children's books," Tienka said with a twlnkling in her eye, "but you'll see them in mine." 22 /,lUCSnUnC ruOW ù ã, L o U Laura Marie (Krepela) Stoneburg, Farmington, Minn., received her master's degree in education from St. Mary's University. She is teaching all-day kindergarten for Minneapolis Public Schools. 1997 While there, she picked up information about The Loft Creative Nonfiction Mentorship Award and decided to send in a manuscript. Tienka was one of five chosen for this award, which lent her the opportunity to work with authors Louise Rafkin and Aram Saroyan, both out of California. ludy Petree is media relations mdndger. o o Melissa (Wieland) Bergstrom, Brookll-n Center, Minn., was featured ín rhe Champlin Dayton Pr¿ss as choral director of Anoka- Ramsey Community College. She, also directs music at Holy Nativity Lutheran Church in New Hope, and works as a personal assistant for local composer Steve Paulus, and is co-artistic director of The Sacred Voice, a chamber choir in the Twin Cities. r 998 Brian Olmsted married Heather Manley in May. Brian is pursuing his doctorate in materials science at the University of Minnesota, and Heather is a production manager ar cable Phoro systems. The couple resides in Richfield, Minn. 1 999 Leah Holloway married Kevin Rudeen in May. Leah is a marketing analyst with Liberty Check Printers; Kevin is an operations analyst with Wells Fargo Home Mortgage. The couple resides in Vadnais Heights, Minn. Wendy N. (Hoekstra) Vogelgesang, Litchfield, Minn., received her Master of Arts in education from St. Mary's University inJanuary. She is a second grade teacher for Litchfield Public Schools. 2001 Todd Boerbooffi , Chattanooga, Summer 2003 ) Tenn., married Kristine Smith in February. He recently accepted a position as product manager with Playcore, Inc., in Chattanooga. Todd can be contacted via e-mail at <todd_boerboom@hotmail.com>. Dawn Millard, Iowa Cir¡ lowa, married Brent Cobb in December. Dawn works for Iowa Health Physicians in Monticello, Iowa, and Brent works at World Class Industries Inc., in Trojan Women. Adam Sprech€r married Shaundra Fossen in May. Adam works for Thrivent Financial for Lutherans; Shaundra is attending college obtaining her floral design designation. The couple resides in Corono, Calif. Christina Thérèse MarkwoodRod, Wayzata, Minn., is pursuing her master's degree in public history. Hiawatha, Iowa. Births/Adoptions 2002 Susan (Young)'88 and Thomas Campbell, Maplewood, Minn.-a son, Eric Thomas, in April. He joins brotherJack, 5. Susan is a kindergarten teacher for District Ryan Krautkremer married Amy Holthus in March. Ryan is sales representative for Verizon Information Services; Amy a third grade at Eastview Elementary School in Lakeville, teaches wife, Sheila, Pl1'rnouth, Minn.-a son, Matthew Scott, in March. He joins sister Lauren, 5. Scott works in sales at MSI Insurance, and can be contacted via e-mail at <scotthumphre)@stribmail. developer for Select Comfort. Nick Gruidl '96 and his wife, Megan, Brooklyn Park, Minn.-a son, Anthony com>. Denise (Bohnsack) '92 and David Helke, Jordan, Minn.-a daughter, Sarah Rose, in December. She joins brothers Matthew, 4, and Noah, 2. Presley, inJuly 2002. Nick is a tax manager at Grant Thornton, LLP, in Minneapolis. Tina (Kubes) '92 and Lance Kristin Kay Hillukka '98, Big Peterson, Willmar, Dawn Lorna (Givans)'89 and Patrick Lander, Marina Del Rey, Erin Stuhtfaut, Inver Grove Heights, Minn., recently Calif.-twin boys, Blake and Blane, in Minn.-a ¿:. ". daughter. 'Y ' Ari Rose, in February. She joins brother Blake, 3. Tina is a physical education teacher for New London-Spicer Schools. Rich Blumer'95 and his wife, Heather, Maple Grove, Minn.-a son, Carson James, in March. Rich is a software Scott Humphrey'90 and his 622. Minn. performed at Lakeshore Players and in Lex-Ham Community Theatre's production of The ',' at Frege Salon, and can be contacted via e-mail at <dawngivans@aol.com>. . Lake, Minn.-a daughter, Meikiina Dorothy DanDan, adopted from Hangzhou, China, in May 2002. Kristin is an accountant for Cargill, Inc. January. Dawn is a hair colorist lnM emorrem I Ann (Kveen) Sveom'36, Minneapolis, died in February; she was 87. She was preceded in death by her husband, the Rev Freeman O. Sveom'34. She is survived by her daughter, Karen (Sveom) Andrews'69; her son, the Rev. $tephen Sveom'76; and five grandchildren. Lloyd E. Raymond'38, Burnsville, Minn., died in March; he was 88. He was a retired teacher and coach, and also coowned and operated aJohn Deere dealership for 25 years. He is survived by his wife, Evelyn; son, Lloyd E. "Butch" '63; daughter, Marcia (Raymond) Berkowitz'73; six grandchildren; and five great-grandchildren. served in San Bruno, Calif. Kenneth G. Robbins '50, Coon The Rev. Harold l. Nelson'43, Edina, Minn., died in April; he Rapids, Minn., died in November of A.L.S.; hewas74. A veteran o[ the Korean War, he taught for 32 years, and also owned an auto glass business in San Diego, Calif., for 22 years. He is survived by his wife, Beverly; three children; and one grandson. was 92. He worked as a farm hand until he was 25, and later served Trinit¡ Lesje, Turtle Mountain, and Bethesda Lutheran churches in Souris, N.Dak., and Tiinity Lutheran Church in Ottawa, I11. He served as a mission developer for both St. Mark Lutheran Church in Lindenhurst, Ill., and Peace Lutheran Church in Morris, IlÌ. Post retirement work included visitation and interim ministry. He is survived by his wife of 60 years, Helen; four children; ll grandchildren, and four greatgrandchildren. The Rev. KarlW. Berg'40, Norman H. Hermstad'47, Tacoma, Wash., died in December; he was 86. A retired minister, he was a missionary inJapan, a chaplain at the VA Medical Center in American l-ake, Wash., and also Novato, Calif., died in February He was a retired teacher, and is survived by his wife, Anne, and Summer 2003 tvvo sons, Steven and Bruce. The Rev. Milford C. Parkhurst '54, Tiempealeau, Wis., died in February; he was 70. He was a retired pastor, serving congregations in North Dakota and Wisconsin. He worked tirelessly in writing the constitution for the new l-a Crosse area slmod of the ELCA and served as s1'nod dean as well as in other capacities. He is survived by his wife, Donna; four children; and four grandchildren. Lynn E. Erickson '55, Walhalla, N.Dak., died in Februar/; he was 69. He was an attomey in langdon, N.Dak.; an assistant attomey general for North Dakota; chiefjudge of the tribal court for Sunding Rock Sioux Nation in Fort Yates, N.Dak.; a supervisory contract specialist and contracting officer for the Department of Delense at the Grand Forks, N.Dak., Air Force Base; and a North Dakota state attomey for Cavalier County He is survived by his wife, Delma; three daughters; and four gandchildren. The Rev. Frank Schmeling'90, Buffalo, Minn, died inJanuary from complicatiors following a car accident; he was 43. He was a welder and mechanic until 1985, when he was seriously injured in an industrial accident. Shortly thereafter, he began his college education, and was ordained in February 1999. He served parishes in South Haven, Kingston, and Cokato until health problems prevented him from his pastoral duties in 2001. He is survived by his wife, LuAnn. 4ucs¡unc ruow 23 I A o O ¡- I I o I 'Behind every new person you meet, there is a S(êa Of facest ollow ing is the C ommencement ceremony sp eech presented by Christin R. Crabtree , Weehend College Class of 2003 representatíve. F The first Weekend College course I attended at Augsburg was in 1988. I had ridden in a car for four hours from Brookings, South Dakota, and I was thrilled to be at college. I was 7 years old. My mother is a graduate of Augsburg Weekend College, where she obtained her elementary teaching license. I am honored to follow in my mother's footsteps, as a graduate with a degree in history and a secondary education teaching license. Augsburg has been a force of change and growth for our family My mother has a job working in a charter school that she loves. My sister was able to begin college here at age 17, leaving herjunior year ol high school to become a freshman at Augsburg majoring in social work. There have been countless times that my 3-yearold son, Jacob, has attended psychology classes here, with my fiancé, Adam. He has met every history professor in the departmentl A wise woman I know told me once, "Behind every new person you meet, there is a sea of faces." This truth is one I carry with me daily I may never even know the people whose lives I affect through my actions. Because of this truth, I must carry with me into life the ideals of love and tolerance for all people. I must be honest, possess integrity, and above all maintain spiritual health. ln living up to my ideals, my time on earth will result in positive relations with those who surround me. When Don Warren founded the StepUP program, I am sure he knew his actions would help hundreds of youth and their families. However, the ripple effect of the founding of StepUP reaches far beyond these students and their families; StepUP serves as a catalyst for change across the country through the fine example being set for other colleges. The 24 ,4UCSBURC ruOW by chrisrin R. crabrree'03 example of Augsburg sets a precedent of success and service for universities around the nation-through its Weekend College, the CLASS program, and through StepUP As graduates of Augsburg, we all have the opportunity to have a ripple effect upon the world we occup)¿ We have been given the gift of finding a vocation, a chance to work in a field where we find meaning, and where we can use gifts given to us by God. We can Christin R. Crabtree ,03, seated with her fiancé, Adam McWethy'03, and her son, Jacob, is surrounded by her family, who gathered at Augsburg for Commencement positively affect our .o-*,,,'iti., through ffi:1,ï"i":,'ffiiï"ifliiìil! i.îi:"ff;'ï'"31n'311n" simple acts of smiling at our ceremony May 4. neighbors, voting at every experience, and I had lost faith in myself election, and advocating for ouI future and in God. generations, our children. At Augsburg, my professors helped I want to take this opportunity to me to reach beyond what I ever thought I thank the Augsburg community for the could achieve. Because of the existence of effect you have had upon my life. My Weekend College, I was able to work full experiences at this institution have time to support my son while maintaining inspired me, and changed me. To see my enrollment in college. faculty and staff believe in students and You have brightened my future and the one-to-one interaction that occurs is that of my son. My faith in God, and in amazing. \üy'atching young, recovering, the inherent goodness of humanity, has chemically dependent students enter developed here. My dreams for the future college and graduate with honors is a gift. seem real now; there was a time it Witnessing McNair Scholars achieving goals beyond what they thought seemed I may never graduate from high school, and I stand here today, speaking possible is an honor to observe. To see a blind man attend class with his seeing-eye at my college commencement. My goal for the future is to advocate for those dog, never losing his positive attitude or with no voice, and to always give back to his dream, is a memory that will stay with the world around me, be that through me forever. As for me, I have been given teaching, public service, or some othel the gift of a drive to succeed above all avenue. Through faith anything is obstacles. Know that these effects upon possible, and the people we touch along me inspire me to be a positive force in the the way are the largest gifts of all. You world around me. may never know the sea of faces existing When I first came to Augsburg, I had behind the lives you touch. Thank you, little study skills, nor did I have the faith Augsburg, for the effect you have had in that I could succeed. As a youth, I had my life, upon the people I love, and the been though turbulence and trials that sea of faces beyond each of them. have eveï to not should children the Summer 2003 ) tl O ¡¡ ll O I I o AUGGIE TRADITIONS September 3o-October 5, 2003 Tuesday, September christensen n a m 30 symposium -Locarion rBA Men's soccer vs. university or Thomas 7:30 p.m.-Edor Nelson Field st. 1 Luncheon Town 6¡ Counrry Club, St. Paul l0 a.m.- Craft Sale 1 I :40 a.m.-Annual Business Meeting Noon-LuncheonÆrogram Augsburg Ethnic Programs Celebration :4 5 p. [iíJ;i;"tääil Friday, October 3 Augsburg Associates Annual Fall :30-6 Fame Banquet ZÍ.ÎJ;k"-:'.'f,J"- Wednesday, October 5 Athletic Hallof m.-Christensen Center Scholastic Connections Social & Dinner 7-B 30 p.m.-Christensen Center : Volleyballvs. St. Olaf College 7:30 p.m.-Melby Gymnasium Class of 1943 Reunion Breakfast Picnic in the Park 11 a.m.-l p.m.-Murphy Park 9 a.m.-Christensen Center of 1993 Tailgating Party & Reunion a.m.-l p.m.-Class of 1993 tent, Class Class of 1953 Registration & Continental 11 Breakfast 9 a.m.-Foss Center across Murphy Park between Urness 6¡ Homecoming Chapel & Community Time I 0:20 a.m.-Hoversten Chapel Augsburg Women's Story Archive Noon-3 p.m.-Christensen Center of 1953 Luncheon I I:30 a.m.-Chirstensen Center Football Game vs. Carleton College Book Signing/Authors from the Class of Class of 1993 Post-Game Party Upstairs at Grandma's after the game Class 1953 Christensen I p.m.-Edor Nelson Field 2 p.m.-Christensen Center Thursday, Octob er 2 2 p.m.-Gather in Christensen Center English Dept. Alumni/ae Wine & Cheese Reading & Reunion 4-5:30 p.m.-Lindell Library, Room 301 Seventh Annual M. Anita Gay Hawthorne Jazz & Poetry Bash Trash & Treasure/Augsburg Alumni Soccer Game Underground 4:30 p.m.-Edor Nelson Field Campus Tour 5-7 p.m.-Foss Center lnternational Student Alumni Gathering '4:30-6 p.m.-Christensen Center wÆrofessor Emeritus Philip Thompson 3 p.m.-Location TBA Variety/Talent Show:'Auggie ldol' 7 p.m.-Foss Center Homecoming Social, Dinner, & Reunion 4:30-5:30 p.m., Social Hour-Christensen Center 5 :30 p.m., Dinner-Christensen Center 7:30 p.m., Reunion parties-Locations TBA Saturday, October 4 Science Alumni Gathering 9-1 I :30 a.m.-Location TBA Social Work Alumni Network (SWAN) Event 10 a.m.-noon-Christensen Center Registration & Refreshments l0 a.m.-4 p.m.-Christensen Center Campus Tour 11 a.m.-Gather Ìn Christensen Cenrer Women's Soccer Game vs. St. Catherine's 7:30 p.m.-Edor Nelson Fj.eld Sunday, October 5 Worship Service I I a.m.-Hoversten Chapel Heritage Society Recognition Brunch I I a.m., Worship Service-Hoversten Chapel Noon, Brunch-Christensen Center This is a preliminary calendar and is subject to change; please wøtch for your full Homecoming eyent brochure-ilue in mailboxes later this summer. '" È *T U '1 å¡ ,.{' ..,'& Send us your news and photos! l'ìer:i tcll ìtc rb(ìttl lìlt rt.rvr irt your 1ile, yoltr ncrv.joÌt. move , nrarriage , ancl births. Don'L 1òrgct to sencl photos! fol ncrr' oll tlmth, \vriltcn rs Maiden name Full name Class year or last year attended Street âddress ls zip State City this a new address? [ i Yes l-l No E-mail Home telephone r'ìotirc n okay to publish your e-mail address lcr¡urccl, c.g. rn obitr-tary, fr,rncral notice , or plogram fìorn a Employer mcmorial servicc. ls spouse also a Scncl yonr news iteurs, pl-roLos, or change of aclclress by mail to: ALrgshurg Nou, Class Nolcs, .\rLg'brrlg t olìeg., LB l*o. 221 I Rlversiclc Ave., Minneapolis, MN, 55454, ol e-rnail Lo Spouse name Work telephone Position graduate of Augsburg College? n Yes n No lf yes, class year Maiden name Your news: t <alun'rnr@augsì rurg.cclr-r>. L A UGSBURG COLLEGE 1I Riverside Avenue Minneapolis, MN 55454 22 t t Non-Profit Org. 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Title: Augsburg Now Spring 2003
Collection: Alumni Magazine Collection
Search Result: il E tr ä n n n E D H il K n E nr H SE tr n ø G n u E il E Ë n ffi n rÈ E ¡ a H ru /a - From the editor I L ast year, Augsburg established a college-wide program dedicated to fulfilling its mission of "education for service" and making the Christian concep...
Show more il E tr ä n n n E D H il K n E nr H SE tr n ø G n u E il E Ë n ffi n rÈ E ¡ a H ru /a - From the editor I L ast year, Augsburg established a college-wide program dedicated to fulfilling its mission of "education for service" and making the Christian concept of vocation a vital part of its classrooms and co-curricular activities. Minneapolis illustrates how nursing students learn that healing can begin with the gift of a smile or a compassionate, listening ear. The Kleven family's gift of an endowed scholarship honors Dorothy "True vocation joins self and service ... as'the place where your deep gladness meets the world's deep need."' J. Palmen author of leú Your Life Speak (Jossey-Bass, 2000), -Parker and upcoming guest speaker (see calendar on back cover) This program, Exploring Our Gifts, was funded by a grant from the Lilly Endowment, and encourages the Augsburg community to look at the "big picture" and think about where our gifts intersect with faith and service. Indeed, exploring our gifts is about much more than just choosing the right major or finding a "fit" in a job. Ultimatel¡ we can discover and share our gifts-ou¡ y6ç¿1is¡-in many different ways. Our story on page 10 about the Augsburg Central Nursing Center at Central Lutheran Church in downtown Lijsing Kleven '47 , who spent her life sharing her passion for choral music (page 8). This annual President's Scholarship, the first one to provide full tuition, fees, room and board, will enable future students to nurture their talents for choral music. In Februar¡ Augsburg celebrated the success of Devean George '99, who returned to campus for ceremonies that officially retired his Augsburg No. 40 basketball jersey (page 7). George, a member of the NBA world champion Los Angeles Lakers, recently shared a gift with his hometown community, and sponsored eight children from the "Why Can't I Go?" program for special education students in Minneapolis and flew them to a game in Los Angeles. Finally, on page 12, our feature story introduces the Lilly-funded Exploring Our Gifts program, sharing the many and varied ways the grant has allowed the Augsburg community to tackle some of Iife's big questions: What are my gifts? Why am I here? What ought I to do with, my life? Where are my gifts and talents most needed? /1,* ll"^^ Lynn Mena Assistant Editor o c' Orono Elementary School students sang songs based on the international peace efforts by Nobel Laureate Kofi Annan. with African drums to honor his heritage, during the Eighth Annual Nobel Peace Prize Festival. Students from Gatewood Elementary School paused at the base of the huge, inflatable globe that welcomed visitors to the Peace Prize Festival. o EI ù' Augsburg Now is publishecì quarterl¡' b1' Oflice of Public Relatior.rs ancl Communicatior.r 2211 Riverside Åve. ìvlinneapohs, ì\4N 5545+ 6t 2,330-1 181 nos'@augsburg.edu AI¿GSBI;RG Now Vol. 65, No. Spring 2003 3 Features Editor Betsey Norgarcl Assistant Editor Lynn lvlena 1 O i"",ï#lIlT""*;Ji*n' by Judy Petree Graphic Designer Kathy Rurnpza CIass Notes Coordinator Sara Karnl.rolz r At the Augsburg Central Nursing Center, nursing stuclents learn that healÌng sornetimes can begin with a listening ear ancl a smile as well as wlth a pil1. :'' \=l Contributing Photographer Stephen Gef[r-e President \\¡illiam \i Frarnc Director of Alumni and Parent Relations Ar.r.r¡'Sutton 8 Director of Public Relations and Communication First endowed President's Scholarship honors Dan Jorgensen Dorothy Lijsing Kleven'47 Opinions expressecl in Augsburg Now clo not necessarill'reflect by Dan Jorgensen official College polìcyr rssN 1058-15.15 Sencl address corrections to: Ach'ancement Sen'ices Ar-rgsburg College, CB I42 221 I Riverside Ave. ìr4inr-reapolis, ì\'{N 5 5454 6t 2-330- I 687 nori'@angsburg.eclu Augsburg College, as alJirnrcd in ifs rníssion, does not å.iscrínúnate on the basis oJ rcrce, colot', creed, religiotr, nntíonal or etlnríc origitt, age, gender, sexual orientation, mcrìt4l str¡fus, stdtus with regard to publíc assístance, or disability ín íts eclucatíott policies, a¿lrnissions policies, sclnlarship and loan program1 atlúe tíc an dl o r sclto oI adminístered pïogranß, except í,1 lhosc insfr¡nccs rvfierc rclígiorr ís a bona Jicle occupational qualif í catío n. Au gsbu rg C oll e ge is conmútted to provicling re aso nable acco mtno datí ons to ifs clrrployecs nnd its students. 12 Exploring Our Gifts: Reconnecting faith, life, and vocation by Lynn Mena With the help ol a granr from the Lilly Endowment, Augsburg students, faculty, and stalf are engagecl in finding ways to unclerstand how their lives, work, ancl caleers car-r be guided by a sense of inner calling. Departments 2 Around the Quad 4 Faculty/Staff Notes 7 Sports 19 20 28 Alumni News inside back cover Calendar Class Notes Auggie Thor,rghts On the cover: Harbo Mcclitation Chttpt:) in Cfirisicnscn Ct:ntcr, grttct:d with th¿ bt:atrLy and warnúh o.[ thc stautctl glass " hrccr r t'tctti.on " b_y Arrgusf www.augsburg.edu M.r/,/. r: o//, rs rr t¡ltit 50 ltcrccnL lec,yclcr/ pa¡tcr (10 pcrc(:t1t posL-con sLrnrt:r r,va.slc) l ¡rf¡¡¡ c./p¡' reflt:ctiott in thc heat t of thc can'tpLts. Photo bv Erih Stt:nbcthl¿cn A20 0 0 S tt nb althcn/ stcnb thhut. cont I A O I o I ln Brief Augsburg has announced plans to open a charter high school in 2004 focused on health careers. As part of the "Faith in the City" collaboration with five other Twin Cities Lutheran-based organizations, the Augsburg Academy for Health Careers will be funded through start-up grants from the Gates Foundation. Augsburg will administer the school and provide courses and tutors, while the other groups will add acrivities relating to their expertise. For instance, FairviewUniversity Hospital will match students with mentors and provide internships. The new academy hopes to attract students from urban, underserved areas to pursue careers in health caÍe to address workforce shortages and to better serve the Twin Cities populat ions. Faith in the City also includes Fairview Health Services, Centrai Lutheran Church, Lutheran Social Services, Luther Seminar¡ and Thrivent Financial for college honors programs. Created by Honors Program director (a o Larry Crockett, the Honors Program pages acquaint viewers and inform prospectÌve students about curriculum and seminars, as à L U well as the fall and spring Monday Fon¡m series, open to the public. Readers can access the online journal, Ah-zine, and the annual Honors Revíew, featuring outstanding student writing selected and edited by Honors Program students. To see the Honors Program page, go to <www. augsburg. edu/honors>. to R) StepUP program director Patrice Salmeri, StepUP student Katie Moore, and Rick Francis listened to testimony by U,S. Rep, Jim Ramstad criticizing Christian Dior's advertising campaign. (L Augsburg has received two grants from the lmproving Teacher Quality program for teachers to participate in Gourses this summer at Augsburg. Part of the No Child Left Behind Act, the grants are: . Lutherans. Augsburg's Honors Program Web page, "honors.org", is rated by search engine Google as the number one page among I ¡¡ . Thirty education paraprofessionals in the MinneapolÌs, St. Paul, and Roseville school districLs wilì participate in a twoweek intensive summer course with additional follow-up in mathematics content and teaching techniques. Twenty-five middle and high school social studies teachers from Minneapolis Public Schools will attend the summer Paideia lnstitute, JuIy 2I-25. StepUP students testify at state legislature StepUP director Patrice Salmeri and two students from Augsburg attended a special hearing at the Minnesota House of Representatives as part of a worldwide protest against the advertising campaign of cosmetic giant Christian Dior for their new perfume, "Addict." The edgy ads used images and language that seemed to glorify addition. Junior Katie Moore read from a paper she had written for a class on the campaign U.S. Rep. Jim Ramstad presented testimony both in Minnesota and the U.S. Congress. In response to the protests, the Dior company revised the ad scripts and changed the name to "Dior Addict." o o Augsburg3 chapter of Omicron Delta Kappa, a national leadership honor society for cotlege students, faculty, and staff, initiated eight new members at its meet¡ng in February. Prof. Lori Lohman, faculty adviser, and Colleen Junnila, faculty secretary have reactivated Augsburg3 ODK chapter, which was chartered in 1987 but has been inactive for the past several years, to R) Prof. Keith Gilsdorf, economirs; Colleen Junnila, ODK secretary; Erika Benson; Jennife¡ Holm, president Jana Skrien; T.J. Bramwell, treasurer; Sarah Haberkorn; Heather Wessling, vice presidenü lindsay Ruliffson; Norm Okerstrom '85, Development Office; and Prof. Lori Lohman, business administration and faculty adviser. (L 2 ,+UGSBURG NOW Spring 2003 I Speech team novices are top-notch in tournaments o I ugsburg's speech !{t.utrl novices s. à surprised their coach, and even themselves, as they carried home a fifth place sweepstakes award in the largest and most L Junior Victor Acosta wins Goldwater Scholarship Õ = U lunior Jphyslcs major Victor Acosta is one of 300 competitive division at the 2lst Annual Novice National Speech Tournament, held Feb. 28-March 3. They competed in I I recognized events and categories against hundreds of students fiom teams across the country. two debate students nationwide in Back row (L to R): Dan Sweet, Kirstin Kuchler, Becky Tellin, Nick Carpenter, Kyle Loven, Ryan Sobolik, Coach Bob Groven (Front row): Heather Nystrom, Gretchen Hemmingsen, Crystal Harles, Robert Jones finish in Impromptu Speaking. "This award represents a breakthrough for the team," said Robert Groven, coach and speech professor. "We had assumed that competing in Division One would prevent us from winning a sweepstakes award, but the team's performance exceeded my expectations." Freshman Kyle Loven took top honors with a second place in Informative Speaking and a semifinal The team had also competed well in local and state tournaments. At the Minnesota College Forensic Association state tournament they garnered a third place sweepstakes award. Freshman Heather Nystrom placed sixth at thls tournament in Informative speaking as she used her own experience with diabetes to speak about a new tïeatment to help orhers. Successfu I'Connect¡ons' /Fonnections: A Women's LLeadership Event," sponsored by Augsburg and Thrivent Financial for Lutherans, brought together 130 students, alumni, faculty, and staff to discuss issues of financial freedom, vocation, and life balance. Speakers included to R) Kathi A. Tunheim, Pamela Moksnes'79, Shelby Gimse Andress '56, Andry Andriambololona Jurcich '98, Anne Frame, and Connie Evingson'76. (L Andress'56, training and development consultant Kathi A. Tunheim, vocalist Connie Evingson'76, Spring 2003 Victor Acosta win a prestigious Barry M. Goldwater Scholarship for 2003-0+. The scholarship covers costs of tuition, fees, books, and room and board up to $7,500. Acosta, a native of New York City, is in the StepUP program, where he is chair of a McNair Scholar and active the governing board. For the past two years, Acosta has carried out independent and team research on thin magnetic films in the solid state physics lab with Prof. Ambrose Wolf. He worked on a summer internship at the U.S. Department of Energy's Stanford Linear Accelerator Center last year; this summer he will be at University of California-Berkeley working on condensed matter and atomic physics contributions to quantum computation. Acosta is the fifth Augsburg Goldwater Scholar in the past seven years and is one of eight recipients from Minnesota colleges and universities. The scholarship winners are selected by the Thrivent's Lutheran Community Services manager Pamela Moksnes'79, consultant l. Shelby Gimse the fields of mathematics, science, and engineering to and The Augsburg Fund assistant director Barry M. Goldwater Scholarship and Excellence in Education Foundation from nearly 1,100 nominees by college and university faculties. Goldwater Scholarships are considered the premier undergraduate awards in these fields of science and math. Andry Andriambololona Jurcich'98. ,4ucsnunc ruow 3 E¡tt*t+wrytlrflllst¡tm Margaret Anderson and Adrienne A coral reef aq uanum for neighborhood kids Kaufmann, Center for Global Education, presented "Crossing Borders, Challenging Boundaries" at the ELCAb Global Mission event in Minneapolis last summer. tlack in 1999. when biology a o Lapman Orv Gingerich, international programs, set up the two coral reef h, and Michael O'Neal, sociolog¡ presented "Developing a Global Perspective through Faculty Development" at the Association of Lutheran College Faculty in October. Gingerich also co-presented "Transformative Learning and Critical Pedagogy: A Collaborative Workshop Approach to Theory-Building for Study Abroad" at the annual conference of the Council for International Educational Exchange (CIEE), in Atlanta in October. aquaria in the biology department, he probably had no idea where this project Þpror.rro, wlrram Jeanine Gregoire, education and NASA Space Grant program, presented "Make and Take Space Science Activities for the K-6 Curriculum" at the 2003 Space Science Across the Curriculum Conference at the Science Museum of Minnesota in March. She also presented "Girls Solving Real Life Problems Using Science Technolog¡r and Math" at the National Science Têacher Association Conference. Stella Koutroumanes Hofrenning, economics, presented "Greek Orthodox Perspectives on Economics," at Baylor University's Lilly-funded conference on Christianity and economics in November. She also teaches modem Greek language to school-aged children at St. George Greek Orthodox Church in St. Paul. Thirty students and staff from residence life attended the Area Twin Cities College Housing Association (ATCCHA) conference in February Nancy Holmblad, residence life, presented a workshop, "The Augsburg Challenge: Getting First-year Studens Involved." Christine Olstad, residence life, and StepUP students Torin Kelly and Mitch Lyle presented about campus drinking and drug use. Studens Amy Jones and Bekah Cahill presented a workshop on ice breakers and teambuilders. s, ra would lead. One direction it led was right into the neighborhood, to the Seward Montessori School, where he has worked with staff to build aquaria for their science classrooms. The first project was a small, lowbudget tank furnished with spare parts from Augsburg's Biology professor Bill Capman helped build a coral reef aquarium at the Seward Montessori School, with its biology department. colorful habitat of corals, marine plants, and fish. Over the pastyeaÍ, however, he has helped Capman was able to supplement their construct and populate a reef system grant funds with donations of both containing live corals in a much larger money and livestock from Augsburg and 70-gallon, four-foot long tank. other reefkeepers to outfit the school's "We had our share of problems for a system. while-the water was pea soup green In March Capman led a day-long with algae lor six months before we workshop at Augsburg on marine aquaria figured out what the problem was," said for grammar school, middle school, and Capman, "but we did a'transfusion' of high school teachers. Six teachers sorts from our tanks at Augsburg ... and attended, with one bringing a student we fixed a problem with their water along, and received continuing education purifier." Since last fall, he said, the tank credit for their participation. Among has been "beautiful and healthy." attendees was John Roper-Batker from The Web site that Capman created Seward Montessori, who spoke about his for the biology department's aquaria has use of the new aquarium in teaching attracted attention from an active middle school science. community of reefkeepers who share To see more about Augsburg's their knowledge and ideas, as well as aquarium, go to <www.augsburg.edu/ offer materials and funding where biology>. needed. For Seward Montessori School, Looking closely at Shakespeare nglish professor Doug Green joined Lejeune Lockett, Center for Global Education-Mexico, presented a poster session "Black Mexicans? A Non-traditional Cultural Perspective in Mexico" at CIEE. Continued on p.6 4 .4UGSBURG NOW E teachers and researchers from across the country at the annual meeting of the Shakespeare Association of America in April. There, he participated in a workshop to examine small portions of texts in Shakespeare's plays, not for understanding of the play, but for the language itself, in isolation from the play's meaning. The workshop was led by Professor Stephen Booth, a Shakespearean sonnet expert from University of CaliforniaBerkeley Spring 2003 Learning to read the numbers rFwo I vears aso. business administration proí.rro, rtÏ¡to s.t i.t¿ received a a s. S a $500,000 grant from the \ùlM. Keck Foundation to develop statistical literacy as an interdisciplinary curriculum in the E s O liberal arts. In terms of student learning, becoming statistically literate means gaining understanding of the use of statistics as evidence in an argument. In an age of numbers and technical information, it means helping students to develop a comfort level in the use of statistics in much the same way they become comlortable using words. As part of the Keck grant, Joel Best, author oï DamnedLíes and S¿a¿isúícs visited Augsburg in November to meet with faculty and students in several departments and give an invited talk. Students reported that while Best's book takes a somewhat cynical look at the use of statistics, it helped them become Business professor Milo Schield (left) hosted the visit of author and statistician Joel Best as part of the Keck Stat¡stical Literacy grant. Best lectured in classes on the need to th¡nk critically about numbers and statistics. more aware of what they read. "Within 24 hours of reading the book, I found myself questioning statistics being thrown around by the current crop of lpolitical] candidates," said student Jim Humbert. Schield is collaborating with faculty in several departments to develop teaching materials to include a greater focus in the statistics curriculum on reading and interpreting data. Schield has also collaborated with the Royal Statistical Centre for Statistical Education at the University of Nottingham-Tient. Peter Holmes, a senior researcher there, visited Augsburg in late March to review Augsburg's curriculum. NfornWOnil' Sally Daniels '79, undergraduate admissions, is president-elect of the Minnesota Association for College Admission Counseling (MACAC). Mark Engebretson, physics, served on the Decadal Survey of Solar and Space Physics, an l8-month planning effort of the National Academy of Science. He was vice chair of the Panel on Education and Society, which prioritized scientific and education effors in U.S. solar and space physics research for the decade 2003 through 2013. He was invited to present. a paper at the NASA Earth Science Institute at the Science Museum of Minnesota in November. With Augsburg students, including Jesse Woodroffe'03 and Jeremiah Knabe'04, he made presentations at the fall meeting of the American Geophysical Union in San Francisco. Engebreson also had papers published Series of the American Geophysical Union and the Journal of Geophysical Research. in the Geophysical Monograph members of the Minneapolis school board. He was also quoted in an article about state legislative initiatives in education in the Dec. 4 issue of EducationWeeh. Garry Hesser, sociolog¡ received the2OO2 Distinguished Sociologist Award from the Sociologists of Minnesota, at the association's fall meeting in St. Cloud. He presented "Rebuilding communities: A Comparison Between the Annie E. Casey Rebuilding Communities Initiative and the Minneapolis Neighborhood Revitalization Program" at the Urban Affairs Association, in Cleveland in March. He also served as a retreat leader at "Worthy Questions," at the College of Wooster in January, and served as an evaluator for service-learning and urban studies programs aÍ, Aztza Pacific University and Messiah College in February. Norm Okerstrom '85, development, coordinates the Lutheran College Advocates and serves as the council president at Peace Luthe¡an Church in Pl).rynouth. Joseph Erickson, education, was elected to a four-year term as one of the seven Spring 2003 Timothy Pippert, sociology, was named president-elect of the Sociologiss of Minnesota at their fall meeting in St. Cloud. Glenda Dewberry Rooney, social work, was re-appointed to the Association of Social Work Boards (ASWB) Examination Committee, which reviews, edits, and approves questions for the social work licensing examination used in 48 states. John Shockley, political science, participated in a national study funded by Pew Charitable Trusts that examined I5 close Congressional ¡aces. He analyzed how Minnesota's Second District race between Bill Luther andJohn Kline was covered poorly by media. Jim Trelstad-Porter, international student advising, passed both phases of the Spanish Interpreter Proficiency Exam and is now a Minnesota certified court interpreter. The travel seminar that he led in 2001, "Cultural Immersion at Tirrtle Mountain Indian Reservation," was selected for inclusion in the 2003 model program list by NAFSA: Association of Intemational Educators. ,4ucssunc n¡ow 5 Faculty/Staff Notes Taf*Tilrff{ùf{JFilFrílÐ Steven LaFave, business administration, presented "The Effect ofEuro Conversion on Price Stability in the French Economy: A Market Basket Study" at the annual meeting of the Midwest Academy of International Business in March. It was nominated for a manuscript award. Ann Lutterman-Aguilar, Center for Global Education-Mexico, presented a workshop, "So You Want to Change the World? Educating for Responsible Global Citizenship" for the National Society for Experiential Education in l-as Vegas. Kathryn Swanson, English, presented "Now I Become Myself: Power and Peace in Aging Sleuths," at the Popular Culture Conference in New Orleans in April. She completed two site accreditation visits this year for the Higher Learning Commission and was elected to serve on their review board. With Norma Noonan, political science, she presented "Lessons Learned from Years of Reviewing SelfStudy Reports: Advice on Writing and Editing the Self-Study" at the Higher Learning Commission's annual meeting. Doug Green, English, published an on Shakespeare and film in R¿el essay Shahespeare (2002), and a scholarly review in Shahespeare Bulletin of the Guthrie's production of A Comedy of Errors. He also presented "Desperately Seeking Desdemona: Ideologies of Gender in Shakespearean Tragedy" at the Renaissance Society of America meeting in Toronto in March. Bruce Reichenbach, philosophy, coauthored the third edition oÏ Reason and Religious Belief (Oxlord University Press), an introductory text in the philosophy of religion. He also published "Genesis I as a Theological-Political Narrative of Kingdom Establishment" in the Bulletin of Biblical Research, 2003. From card catalogs to art catalogs Flill Wittenbreer. reference librarian at Þ,-r'oa,, Lr'rary, worKs atl clay wrtn words, but it's visual images that occupy much of his free time-especially Minnesota landscapes. Wittenbreer is co-curator o[ the current exhibit at the Minnesota Museum of American Art, "An Artist's Paradise: Minnesota Landscapes 1840- l9+0." This exhibit, for which he researched and located works, contains some images painted by visìting artists seeking the "exotic" on the mid-l9th century northern plains, as well as commissioned works portraying the growing prosperity of Minnesota's cultural centers. This is Wittenbreer's first adventure in Midwest histor¡ culture, and politics for many years was focused in literature, perusing old diaries and items of literary historical interest. About a decade ago, however, at the Minneapolis Institute of Arts, he saw an exhibit about art and life of the Upper as an art curator. His interest Mississippi, and began appreciating and seeking Minnesota landscapes, especially those depicting Minnehaha Falls. He was drawn to works at the Minnesota Museum of American Art in St. Paul, and became a volunteer in the library and a docent, and more recently technology project published two monographs with JDL Technologies: Nowhere in Technology: All Children Left Behind and Talhin' Tall: Voices for Millennium Teachers. Fìrofessor Amin Kader was honored l'vu..h 11 by the Department of on in serving for 16 years as the department's first chair. ln his honor and to his surprise, an Amin E. Kader Business Scholarship Business Administration for his role was established by his faculty colleagues, friends, and alumni. Department of Business Administration chairJohn Cerrito 6 ,+UGSBURG NOW has worked with the museum's curator, who invited him to collaborate on the current exhibit. He began this project by considering attitudes held by Minnesotans toward their landscape over a century, and how national trends played into the state's artistic history. He sought to discover how deep and how strong the influences were-in other words, how they played out here, he said. He then researched catalogs and vendors to find works for the exhibit. His own collection includes seven or eight images of Minnehaha Falls, from a small, romantic Currier and Ives print to a more contemporary wood block print. The exhibit runs through June 22. Professor Amin Kader honored by his department founding the department and in The Augsburg PT3 education Reference librarian Bill Wittenbreer cocurated an exhibit on Minnesota landscapes spoke about the significant role Kader played in building the foundation and leaáing the growth of the department over the past two decades, and of the atmosphere of respect and dignity that he fostered among faculty and students. Kader's leadership as chair, followed by that of Milo Schield and John Cerrito, has helped the department grow to be the largest major at Augsburg College, currently with 716 majors. Spring 2003 Auggies place second at NCAA nationals byDonstoner a o ven though Augsburg's wrestling E team accomplished nearly all the s. E goals they set for the NCAA Division III wrestling national championships, they ended up with a second-place trophy, breaking their three-year string of national titles. Augsburg nearly finished with more team points (84.5) than its 2001-02 championship performance (87). They finished with six All-Americans and one individual national champion, matching last year's total. And it took a recordsetting performance by Wartburg (Iowa), with 166.5 points and 10 AllAmericans, to break Augsburg's stranglehold on the national championship. The Auggies continued their dominance in small-college wrestling, however, with the runner-up finish. They have finished either first or second nationally l2 times in the last 13 years, winning eight titles, and have finished in the top 20 every year since 1971. The Auggies were paced by Marcus The Auggie wrestlers' second-place finish this year was only three po¡nts shy of last year's national title points as they were topped by record-setting Wartburg College in the NCAA national championships, an individual season unbeaten. He With six All-Americans, it marked 15th the straight year that Augsburg has had at least five wrestling All-Americans. finished 44-0 to win the 157-pound individual national championship. Don Stoner is sports int'ormatron coordinator. LeVesseur, who became only the second wrestler in school history to go through Augsburg ret¡res Devean George's jerseV o,Donstoner D ;"ï,î".:,i: .:ii:Ti:i,lî "r,.,uo his Augsburg No. 40 to formally retire 'basketball jersey George, a small forward with the three-time NBA world champion Los Angeles Lakers, was honored in public 6¿¡srn6¡is5-once for students, faculty, and staff and also during Augsburg's men's basketball game against Hamline. "I want to thank the school for doing this for me. This is real special for me and I will always remember it," said George. "I want to thank my family, my teammates, and friends, for being there for me. My success is because of them. I've had good people around me." George's family, friends, and former teammates and coaches were a prominent part of the celebration events. George,is Spring 2003 s the only player from an NCAA s a s Division III institution currently in the ts NBA. His No.40 joined the No. 50 jersey of Dan Anderson'65 the only two as numbers retired any Augsburg sports team. by During the weekend, Men's athletic director Paul Grauer (right) congratulates Los Angeles Laker Devean George '99 as his Augsburg jersey was retired at a celebration in February. Augsburg also unveiled a banner to honor Lute Olson'56, men's basketball coach at the University of Arízona, who was inducted into the Naismith Memorial Basketball Hall of Fame in September. Don Stoner rs sports ntformatron coordtnator ,4ucsnunc ruow 7 Around the Quad First endowed President's Scholarship honors Dorothy L¡¡sing Klgvgn '47 byDanrorsensen D;i: :?, :ËTf .i:î ;li,: îti:î. lb O :T world, and in her memory her husband, and her four children and spouses have s s created Augsburg's first endowed President's Scholarship to be given annually to an entering student in choral music. On March 23 the Kleven family members gathered with the family of the first recipient of the award, Carl Gruhlke of Kelley, lowa, to both honor Dorothy and the student who received the award. "My family and I are pleased to present this first annual scholarship for choral music," Said E. Milton Kleven'46 "It seems a fitting tribute to Dorothy because, in addition to her family and her Christian faith, choral music was very important to her. From an early age when her parents discovered that she had beautiful talent, she took voice lessons and was active and involved in church and school choirs. "While a student here at Augsburg in the mid-40s, she was a member of the Augsburg Choir, and throughout our 53 years of married life, while busy raising a family, running a busy household, and helping me run our flooring business, Dot remained an active member of the church choir." Kleven said that over the years Augsburg has never been far from his thoughts. He also said he was pleased that his children and their spouses joined him in giving their emotional and financial support to the scholarship because they understand the importance of maintaining Augsburg's strong musical heritage and attracting talented students to the College. Gruhlke displayed that talent by performing two songs, accompanied by his future choir director, Peter Hendrickson'76, music professor and director oI choral activities. Joining with their father in funding the endowment were Bruce and Maren Kleven, David and Barbara Kleven, Zane 8 .,+UGSBURG NoW Milton Kleven '46, with his sister and his four children and their spouses, have endowed a President's Scholarship in choral music in the memory of his wife, Dorothy Lijsing Kleven '47. The first recipient is entering freshman €arl Gruhlke. (L to R) Maren Kleven, lvadell Kleven Rice. Bruce Kleven, Carl Gruhlke, Zane Birky, Milt Kleven '46, Philip Larson, Barbara Kleven Birky, David Kleven, Barbara Kleven, and Diane Kleven Larson. E. and Barbara Kleven Birky, and Philip and Diane Kleven Larson. "It's our family's hope that the recipients of this scholarship will find an Augsburg College community where their love and talent for choral music can be nurtured and developed and bring them to a lifetime of happiness," Kleven said. Sue Klaseus, vice president for institutional advancement, both welcomed the participants and spoke about the prestige of the scholarship itself. "The President's Scholarship is the most prestigious and highly competitive scholarship, recognizing the most academically qualified freshmen entering Augsburg College each year," she said. "This particular scholarship sets a model for future endowments that will help build our reputation and recruit the kind of talent that Carl Gruhlke represents." While President's Scholarships have been awarded annually since the fall of 1982, this is the first one to provide full tuition, fees, room and board thanks to the Kleven Endowment. Ninety students competed for the award with five others receiving the traditional scholarships covering tuition and fees. Gruhlke, who is a student at Ballard High School, plans to major in youth and family ministry. Hendrickson spoke about the transformation that occurs when students come to the College, noting that he came to Augsburg to prepare for medicine and left to live his life in choral music. "This is a place where we want you to be you," he said to Gruhlke, "and if you can do that through choral music, that's fabulous." And Herald Johnson'68, assistant vice president for enrollment and market development, spoke about the impact that scholarships make on the life of the institution. "Augsburg always has been an access place," he said, "and gifts such as this show an ongoing confidence in the College and its mission. Fundamentall¡ it's a commitment to an individual student, but it's also commit"ment" to Augsburg College, what we stand for and are trying to perpetuate into the future. "When you endow something you are creating something for posterit¡" he said. "You've given us a wonderful vehicle to carry things into the future." Spring 2003 '1 I I A t¡me for celelcration and thanks Ol,ï¿'"1,1"""*' u faculty, and staff gathered on campus to celebrate the generosity of one generation to another. The annual Scholarship Têa brought together students who have received scholarships and the donors and their families who have made them possible. Senior student body president and physics/math major Brad Motl spoke about the È President and Mrs. Frame hosted four of the President's Scholars at (L to R) Jean Johnson '04, President Frame, Alexis Johnson '05, Andrea Carlson '04, Anne Frame, and Adam their table for conversation. Nugent'03. importance of scholarships to his studies. ''Scholarship money is important-it I don't have to focus on working to go to school here, but allows me to means focus on other things, such as my research with Prof. Ambrose Wolf in physics." Motl's sister, Melissa, a freshman at Augsburg, told donors that her 5 t) È scholarships allow her the time to become involved in student activities and campus ministry. Junior music performance major Jennifer Holm and donorJonathon Nye were thrilled to meet each other. Hohn, an oboeist, is the recipient of the Lois Oberhammer Nye Scholarship that Nye established in memory of his wife, who was also an oboeist. During the 2002-03 academic year, over $750,000 was available to fund 247 endowed scholarships. In additlon, another $3.9 million provided President's, Regents', Tiansfer Regents', and Legacy Scholarships. This aid, much of which t '{ Student body president Brad Motl '03 and his sister, Melissa, a freshman. enjoy being at Augsburg together and spoke about how their scholarships have allowed them to grow while here. Spring 2003 by Betsey Norgard comes from the College's operating budget, is especially critical at a time when state ând federal funding for education is facing considerable reduction. Senior Yvonne Andert Wilken '03, who is studying with a Transfer Regents' Scholarship, stops to chat with a donor. Sue Klaseus, vice president for institutional advancement, acknowledged and expressed gratitude for the growing support to The Augsburg Fund, the College's annual fund. "We set some very aggressive annual fund goals," she said. "The good news is that in this difficult time and in this economy we are achieving those goals, and many of you in this room are responsible for making that possible." Development director John Knight summarized the thoughts of many. "Augsburg is not a building stuck in the middle of Minneapolis. It's about all the people who have attended here, who have taught here, who have come to campus ministry here, who have played athletics here, who have donated here, who have sent their children here-all for different reasons, but the same place. It's a remarkable place." .Aucsnunc ruow g w the value ¡. e, respec byJudy Pát""" È t: YOU CAN TALK ABOUT LOVE and compassion all day, but if you really want to experience it first hand, spend a few hours at the Augsburg Central Nursing Center at Central Lutheran Church in downtown Minneapolis. The Nursing Center, a collaboration of Augsburg College, Central Lutheran Church, and the Urban Communities of Minneapolis, offers people from the community of Minneapolis and from the congregation of Central Lutheran Church an opportunity to meet with a nurse, discuss their health concerns, and get linked to other resources if needed. As an educational endeavor, the center offers nursing students unique opportunities to learn about the needs and strengths of homeless people who are often invisible in society and marginalized in health care. The center, which recently celebrated its lOth anniversary, is based on a nursing model, which teaches health promotion and helps people take control of their own lives, rather than a medical model, which is focused on diseases and curing. Professor emerita Bev Nilsson, retired chair of the Nursing Department and Rev Dr. Bill Miller, retired associate pastor at Central Lutheran Church, worked closely in establishing the center, but it wasn't an easy task Above: At Augsburg Central Nursing Center at Central Lutheran Church. nursing students learn that healing sometimes can begin with a listening ear and a smile as well as with a pill Photo by Stephen Geffre. 10 ,4ucs¡uRc ltow The Beginning In the early 1980s, nursing centers, which are independent nursing practices, were just starting to get press. Nilsson, then chair of the nursing department, was looking for a different clinical site where Augsburg nursing students could practice, to see what a difference nursing in itself can make. She spent a lot of time searching for an ideal location for a nursing center, looking at places from rooms in the nursing department at Augsburg to various sites in the neighborhood. Nilsson said she even considered at one time buying a bus and having a mobile nursing center, but there was always a glitch. While students and faculty were excited about the potential of a new type of practice and educational experience, Nilsson said she was about Spring 2003 it was known that they were going to hand out hygiene supplies, items were left in shopping bags-full outside the door. With that and a $15,000 start-up grant from Fairview Foundation, they were ready to open. "Another miracle," Nilsson said, "is that we have never run out of everything, thanks to generous donations. And some Nursing professor emerita Bev Nilsson and the Rev. Bill days," she added, "we give Miller. retired associate pastor at Central Lutheran Church, away as many as 100 pairs of celebrated the 1oth anniversary of their collaboration in socks." providing health counseling and resources for the innercity community. As word of the center spreads, the demand for ready to give up because she couldn't service is increasing. "The good news find a location. is," Nilsson said, "many people use the That's when Miller entered the center. The bad news, many people must picture. use the center." One of the greatest gifts the nurses and volunteers give to the people who come to the center, is the gift of listening. Miller said the nurses accept the people as they are, they always listen "lt was almost a miraculous turn of and never turn their backs on anyone. events," Nilsson said. "It was like Gocl "You don't have to have anything was saying you need to be in that physically wrong with you to go to the place. " center," Miller said. "To some, it's just a place to go where someone wiÌl listen to That place was Central Lutheran them, which is a rare commodity, Church. Several factors came together to especially in today's world." make the Nursing Center a reality. Nilsson added that they, too, receive MilÌer and Rev Steve Cornils, then a gift from the people who come to the pastor at Central Lutheran, were talking center-the gift of trust. It takes a while about the "visions" they had for the to build that trust to the point where church, and Cornils ancl Charles people who come wili open up to the Anderson, president of Augsburg, were center'.s staff. having discussions about ways the church and College could work more closely together. This discussion lecl to a Nilsson's search for a nursing center site, and as they say, the rest is history. Miiler got in touch with Nilsson, ancl the two worked closely in establishing the center Nilsson said she hopes the nursing at Central Lutheran. students come away with a heightened As Nilsson recently saicl at the lOth appreciation for nursing-that clifferent nursing practices can make a difference anniversary celebration, "As people were lecl to Bethlehem, we were 1ed here, and in people's lives, and that you clon't aÌways need a pill to heal. As a matier of are delighted to be here." Nilsson said word spreacl about the fact, they do not give out medications or prescriptions, rather vouchers, which nursing center and "the abundance can be turned in at a clesignated local flowed down." Equipment and supplies drugstore. These vouchers are very started showing up at the center. When Miraculous turn of events ' specifically written out, Nilsson said. The nlrrses never prescribe an over-thecounter medication, rather write down the symptoms and leave it to the pharmacist to recolnmend a proper treatment. She said she also hopes the stuclents come away with a greater appreciation and understanding for what it is like to live in poverty, what it takes to survive on the streets, and for the hopes, dreams, and fears these people also have. Students see the opportunity to work at the center as a valuable addition to their education. Nilsson said it can be "a big eye opener" to many students. Eric Eggler, second year nursing student in the Augsburg Rochester program, said his experience in working at the Nursing Center has given him a "better understanding of life, and how much he, as an individual, can do to change things for others." "I feel like a better nurse for my experiences," Eggler said. "I can honestly say that it really is the simple things we do as nurses that patients remember. Just offering a warm smile and a polite hello without judging can make the difference in someone's day." I Judy Petree is media relations manager. Students making difference Spring 2003 Linda Ackerman, a student in the Master of Arts in Nursing program, measures the blood pressure of a visitor to the Nursing Center. ,4ucs¡unc n¡ow 11 a -..i:.;:i3 RECONNEC ING FAIT LIFE, AND VOCATION by Lynn Mena those of Martin Luther when she writes: "Ministry is not a minister is anyone who chooses to use our resources to tend to the wounded heart of the world. Anything we do can be a just for ministers: In the new spirituality, ministry, from menial labor to the highest professional endeavor. It is our ministry if it is an activity we use to spread peace and forgiveness and love." lndeed, as defined by Exploring Our Gifts: "In its broadest sense, vocation is the thing that you were created to be and do, whether that means being a student, a parent, a doctor, a teacheq a businesspersonanything you can imagine. A vocation is both personal and communal; it serves to bring you true happiness, but it also serves the greater community." ¡Æ<ploring Our Gifts, funded by a grant from the Lilly I-Endowment. Inc., is a college-wide program dedicated to Lufulf'll'ng the mission of Augsburg and making the Christian concept of vocation a vital part of Augsburg's classrooms and cocurricular activities. This article serves as an overview of Exploring Our Gifts, introducing its inspired and varied programs and celebrating those whose lives are enriched by vocation. In upcoming issues of the AugsburgNow, we'Il continue to showcase these and other Lilly programs and their influence upon the Augsburg community Wht b u.ut^|;'aø) In her book Everyday Gracø (Riverhead Books, 2002), Marianne Williamson challenges the reader by asking: "If life is to have deeper meaning, can our work be something we merely do to make money? Or can work itself become sacred, a channel through which we shine our light and extend our love?" Williamson gets to the heart of vocation, and her words echo The above photo, taken by sociology assistant professor Tim Pippert, is part of a photographic essay he completed during an intensive Exploring Our Gifts seminar on vocation for faculty and staff (see p. 14). A t"r,,/;,t;* al u,æaf;ø,n Augsburg College has deep roots in the Christian tradition. Founded as a seminary in I869 to train pastors for immigrant Norwegian Lutheran congregations, it is now a liberal arts college that continues a significant engagement with the Christian faith land a commitment to vocationl. The word vocation is derived from the Latinverb vocare, which means, "to call." Exploring Our Gifts, with a deep debt to the Lutheran tradition, understands vocation in a dual sense. First, people are called by God to particular roles and responsibilities in daily life. These include being a student, professor, friend, parent, and family member. Second, within these callings, people are called to the love and service of God's creation. Thus, faith in God and love toward the neighbor may be distinguished but never separated. By insisting on the importance of vocation, Augsburg is seeking to reconnect faith with daily life. What might all of this have to do with you? It means that Augsburg is dedicated to helping students ask and find answers to some of life's big questions: What are my gifts? Why am I here? What ought I to do with my life? Where are my gifts and talents most needed? We firmly believe that life means much more than a job and a salary. By entering into the world of vocation we are inviting you to look at the "big picture" and think about where God, faith, and service fit into your life. Tranvih, director of Erploring Our proJessor of religion -Marh Gifts and qssociate A "a..¡r.t-u&. Augsburg's Lilly-funded o?¿'u^'v.uL profit agencies, apply for prograrn focuses primarily on stuclents, but also provides numerous opportunities for faculty, staff, and alurnni. The progrâms are assembled under four themes: l) vocation as a life approach; 2) vocation as a curricular focus; 3) vocation as education for service; and 4) stipends to intern at local non- it scholarships for international Ar^ylt-rú /'r,¿ Ë: ï ã, ç t uæ¡,,trÅ¿.¡ by Daniel S. Hanson'86 When I think about vocation and what it means for me, I think about Augsburg College. My experiences at Augsburg shaped my life's work and gave it new meaning. I arn a graduate of Augsburg's Weekend College program. I returned to complete my degree after a 15awareness. year absence. Returning to college was not easy for me. I While Exploring Our still recall long weekends cramming for an exam or Gifts is grounded in a struggling to complete an assignment. I often studied late Lutheran perspective, its at night so that I would have time to play with my Daniel S. Hanson'86, a Distinguished cloors are open to people of Alumnus and assistant professor in the children before they went to bed. More than once I all faiths and beliefs. Many Department of Speech/Communication wondered whether getting my degree was worth all the points of view are needed to and Theatre Arts, says Augsburg effort. But I also remember how good it made me feel Weekend College "shaped my life's create a full, honest, fruitful when I did well on an exam or when I grasped a new work and gave it new meaning." discussion aboui vocation. concept or theory as if I was learning it for the first time. The opportunities for I remember, too, the special people who were part of my learning experience, both students and involvement are rnany: teachers, and how good it felt to be part of a learning community. students can take vocation Because of my experiences at Augsburg, I fell in love with the adult learning experience. courses, participate in After graduation I applied and was accepted to graduate school at the University o[ Minnesota. mentoring groups and My intent was that some day I would teach in a program like the one at Augsburg, which had vocation retreats, receive impacted me in so many positive ways. Years later, when I learned of an opening to teach at Lilly Scholar grants to Augsburg, the decision to apply was, as my son would say, a no-brainer. explore seminary, receive I often say that Augsburg Weekend College changed my life. But what do I really mean by that? I suppose I could say that Weekend College helped me achieve success in my career. The evidence seems clear on the surface. After graduating from Augsburg, I became an officer of a Fortune 500 company, and eventually president of a major division. I finished my master's degree, had four books published, and was honored by Augsburg as a Distinguished Alumnus. But I don't think that these accomplishments by themselves capture the significance of what the Augsburg experience did for me. My experiences at Augsburg helped me believe in myself, if I applied my energy to a task or a cause, I could indeed make a difference. It also gave me a new vision for what I could be, perhaps a calling. I was given a taste of a learning environment that made me hungry for more. In a way I never left Weekend College. As a teacher, I am blessed to be a part of the ongoing Augsburg Weekend College experience. And every time I watch a student exceed his or her own expectations I am reminded of how I felt, and I am Sonja Hagander, associate campus pastor (left), and coralyn Bryan (right), Campus Ministry associate, help oversee several programs renewed, once again, in my own sense of what work should be under the Exploring Our Gifts umbrella, including a vocation mentoring program, a summer vocation institute for high school-aged Daniel S. Hanson is an assistqnt professor in the Department of church youth leaders, and more. Speech/Communication and Theatre Arts. developing vocational l.:f' s) u L Hagander, associate campus pastor. "It crosses the students who are wondering, 'What do I want to do when I grow up?' to us as faculty, staff, and alumni who are all in a work situation for various reasons. It crosses over all of that and brings Liz Pushing '93 has participated in a series of vocation us closer together, mentoring meetings that join students, faculty, staff, and because vocation is all alumni. about life-what you love to do in life, what you travel seminars, and much more. want to share with the world-these are Staff and faculty can develop the things that cross religious grains and vocation courses, participate in us together." bring professional development activities, Liz Pushing '93, director of financial and become mentors. Alumni are also services at Providence Place in invited to get involved as mentors, Minneapolis, has enjoyed her attend vocation convocation participation in the group. "I wanted to activities, and help lead international my knowledge and experiences," share travel seminars. "and Pushing, I've says also learned a lot Since last fall, students, alumni, myself in about talking with everyone." facult¡ and staff have gathered for a Likewise. Augsburg com m unication series o[ vocation mentoring Baweka, senior, Melissa credits the meetings. This mentoring program, mentoring group with opening overseen by Campus Ministry and the Center for Service, Work, and Learning, joins two students with two alumni and one member of the faculty or staff. "l think the mentoring group crosses everybody," says Sonja ways of using the concept in both communal and personal projects, such as revising a course to include vocation, or re-conceiving how to incorporate vocation into work with students. In January the group gathered for a final meeting, where they shared their experiences and project abstracts. "This project was designed to force me, and ultimately my students, to examine how we visualize the fulfillment of our vocation," wrote Tim Pippert, assistant professor of sociology, in his project abstract. "While reflecting on my vocation ... I turned to photographlz "I chose a beach as the location to capture these images ... a young child Ð..rnbolizes the experiences my students gain before they reach my classroom (see p. 12), a college-aged woman represents the brief timeframe I have to work with, and a middle-aged woman represents the experiences of my students after they leave college. ... lt is my calling to ensure that what I select to her eyes to different u perspectives and possibilities. "l've been increasingly curious about vocation-I'm looking for more than just a job," says Baweka. "Itìs been so wonderful to hear how alumni experienced Augsburg and where their journeys have taken them after graduation." In Januar¡ one of the first Exploring Our Gifts programs, a seminar for faculty and staff, completed a six-month study of faith and vocation. Last summer, Mark Tranvik and s. q Philip Quanbeck II, associate professors of religion, led participants in a two-day workshop to study the concept The Rev. Oliver Johnson '50 returned to campus in October to present the homily at a mini-convocation on vocation. Since September, Campus Ministry has held monthly Exploring Our Gifts worship services that embrace varying themes of vocation. of Christian vocation from a biblical and theological point of view. Participants then spent the ensuing months reflecting uPon their vocation and considering È! Melissa Baweka, a communication senior (left), credits her participation in a Lilly-funded vocation mentoring group with opening her eyes to different perspectives and possibilities. () teach them about their social environment is relevant to their lives in the hope that it will impact their life beyond Augsburg. "The second component involved how first-year students envisioned vocation," continued Pippert. "Students in my Introduction to Human Society course were given the extra-credit opportlrnity to représent their concept ofvocation through ... a single photographic image" (see p. 18). A ¡" "This job has proven to be a wonderful fit with my own gifts. I have the opportunity not only to help administer a prograrn with an important rnessage and purpose, but also to exercise my research and writing abilities and to interact with a lively college community." -Juliana Exploring Our Gifts is funded by a two-million dollar grant from the Lilly Endowment, a private philanthropic foundation based in lndianapolis, Ind. Founded by the Lilly family in 1937, it supports the causes of religion, education, and community Sedgley, progrclrn assistønt Jor Exploring Our Gifts (pictured øbove wíth Professor Mqrh Trøtn¡ih, clirector of Exploring Our Gifts) Ex+!^4;^ú uu¡^il'o¡ h^ il¿ ;,¡lt¿¿"al;^'t¿l Since 1982, Augsburg's Center for Global Education has been a national leader in providing crosscultural travel programs, serving nearly 10,000 people. As part of Exploring Our Gifts, CGE will oversee nine different student travel gr',t^"" Lo h,r4^ seminars led by Augsburg faculty and staff in collaboration with CGE's adjunct faculty in Mexico, Guatemala, Nicaragua, El Salvador, and Namibia. Each seminar will offer $1,000 grants for up to 15 students. "We've rnade it an open competition for faculty and staff to propose seminars that could be done either as part o[ an existing course taught internationally, or as development, and is interested in initiatives that benefit youth, foster p È U s leadership education among nonprofit institutions, and promote the causes of philanthropy and volunteerism. Two years ago, the foundation called for grant proposals from religiously rooted colleges and universities outlining a theology-based exploration of vocation. Augsburg's proposal, "Exploring Our Gifts: Connecting Faith, Vocation, and Work," was written by philosophy professor Bruce Reichenbach and Carol Forbes, director of sponsored programs in Academic and Learning Services. In addition to Reichenbach and Forbes, a committee of faculty and Regina McGoff, associate director of Augsburg's Center for Global Education, helped develop an international travel component of Exploring Our Gifts, which provides $1,000 grants for students to participate in vocation-themed travel seminars to Mexico, Central America, and Africa. staff helped define and plan the grant proposal's contents. Mark Tranvik, associate professor of religion, serves as director of Exploring Our Gifts. Juliana Sedgley, previously an assistant to the Department of Worship and Sacred Arts at the Basilica of St. Mary in Minneapolis, was recruited as program assistant. The program's offices and its resource center are located in Memorial Hall. Iillel Fa;nla"*û¿'9t 'A nn^^'o u'*t'h Lo ko øu'yír,at^' by Cherie Christ X o Leland Fairbanks grew up in a poverty-stricken home in Harmony, Minn. during the depression-era years and has since applied this experience to his life's work. Helping others has become his passion, his trademark, and his calling-and through this he has learned that "life is more than just earning a À o E o '6 a Êa living." F o Although he yearned to be A 1953 graduate of Augsburg with bachelor's degrees in sociology and chemistry, Fairbanks went on to receive his medical training from the a missionary 1953 alumnus L"Fnq. .. Fairbanks' decision to enter the field of medicine forever .¡""glj;ìr'iit"] university of Minnesota Medical school and his leading him to discover tñat a careei master's degree in public health from the University in public health could be his mission. of Oklahoma. Although he yearned to be a missionar¡ Fairbanks' decision to enter the field of medicine forever changed his life, leading him to discover that service to others could be his mission. For this he credits Augsburg, and says, "service to others was always portrayed as the reason Augsburg College existed." Fairbanks spent more than 30 years working on Indian reservations for the U.S. Public Health Service, and continued his dedication to a life in public health by promoting the hospice movement and campaigning to lower the D.U.I. limits in Arizona. However, Fairbanks is best known for his work to ban smoking in hospitals. He remembers that in the 1950s, "workplaces and hospitals were like smoke-filled dungeons. No one else seemed willing to stand up for those most affected because of a risk of offending someone." Fairbanks added, "I started the movement because someone needed to do it." It has been this fight against the tobacco and liquor industries that Fairbanks has found to be the most challenging-yet most rewarding-part of his career. For his work, Fairbanks has earned several awards and honors, including an appointment in the early 1980s by then-Surgeon General C. Everett Koop to expand the ban on smoking to include all public facilities. Although retired in 2000 from Cigna HealthCare where he worked as a family physician, Fairbanks has continued his involvement in public health service. He currently serves as president of Arizonans Concerned About Smoking, and also serves as ex-officío member of the Executive Committee for International Network Towards Smoke-Free Hospitals, a London-based organization that works to promote smoke-free hospitals around the world. Reflecting upon his career, Fairbanks embraces Martin Luther's quote, "a manb work is his mission," and concludes, "my work has been my mission and continues to be." Cherie Christ is content webmaster in Augsburg's infonnation technologlt departrnent part of a new course that they could develop,' says Regina McGoff, associate clirector of CGE. "In the case of staff, they might propose something that could be developed as a non-credit 'Augsburg Experience.' "The goal oI these seminars is to look at themes o[ vocation in a global context-which is already part of many of our programsbut this grant gives us an opportunity to really fine-tune and develop a stronger model for incorporating faith ancl vocation aspects," says McGoff. Last year, CGE recruitedJeni Falkman as an intern for their Lilly program. Falkman, who graduated from Augsburg last year with a major in religion, participated in two of CGE's programs as a student, and had a transforming experience as a result of her travels. "Jeni is helping us develop a faculty guide, because the goal is to use these nine seminars to develop a model that Augsburg can use for faculty-led, studyabroad programs that help students reflect on faith and vocation," says McGoll. "She'll also help us pull together an independent study journal that can be used by Augsburg students on nonAugsburg programs, provlding an imprint for all study-abroad programs, so that students will more intentionally think about their faith experiences and their vocation." In addition to faculty and staff, CGE hopes to include alurnni in the seminars. "Ideally, we'd be interested in individuals involved in a vocation related to the discipline," says McGoff. "For instance, it would be great to have an educator go along on an education seminar, and really be a :J () Ê part of that learning experience publications and alongside the faculty, staff, and students." While there are no scholarships available for alumni, the experience would certainly serve as a unique and possibly transforming learning and teaching opportunity. "It's really exciting to work on developing something that can create more of a framework for Augsburg students," says McGoff. "Most studyabroad programs don't incorporate faith elements, and we're trying to build a stronger model for doing so." editor of Augsburg Now, will lead the Center for Global Education's first Exploring Our Gifts travel seminar. The seminar, entitled "Namibia: International Education," will spend three weeks in this African countr)¿ Students will visit schools in the capital city of Tr/,r/,;^t: A +<^1,wul u&,atrfu1 On May 21, Augsburg education professor Gretchen Kranz Irvine and Betsey Norgard, director of s È ()P Augsburg education professor Gretchen lrvine (above), along with Betsey Norgard, director of publications in the Office of Public Relations and Communication, will lead the Center for Global Education's first Exploring Our Gifts travel seminar to Namibia this spring. Windhoek as well as several other areas to explore differences in the educational a teachers'college, an early childhood development center, and experiences of students and teachers in Namibia. Students will be encouraged to foster enduring relationships with Namibian teachers and students. They will learn how to develop culturally appropriate educational materials and methods, and how to become a better educator about Namibia and Africa. Furthermore, students will explore the vocation of teaching as a call that integrates faith and profession. "Têaching is such a natural vocation and connection to the Lilly opportunities to appreciate Namibia's Endowment," says Irvine, who in 2000 led in a five-week Fulbright-Hays educators' travel seminar to Namibia. "At that time, we did similar things to what we'll do now, and I can see our students as really understanding the Namibian educational system." To Jind out more about Exploring Our Gifts, vísit <www.augsburg. edu/lilþ> and see the vqríous ways that vocation Students will have a chance to rneet with school two days in a second-grade classroom, where she took this photo of the teacher and a group of her students using bottle caps for a math lesson. minister of education and culture. They'll also gather with members of the Namibia National Têachers'Union, and with leaders of the Sexuality Education Research Project. In park, Etosha. "For me personally, when you go on a trip such as this the first time, there's that first meeting of that culture, and that first thinking about all of it," says lrvine. "So noq on this trip, I'm in a different place in my thinking about Namibia; I hope to take myself to a nelv level in my understanding of Namibia." I is being integrated into the life of Augsburg. ,AUCSBURG COLIÆGE directors and Namibia's During her first visit to Namibia in 2000 as part of a Fulbright-Hayes educators'travel seminar, Professor Gretchen lrvine spent culturally rich heritage, majestic scenery, as well as the largest game Exnlorins Ou'r Giftí Reconnecting Faith, Life, and Vocation addition, their stay will include visits to WM /"r^ I ca,Iful rô /ô7 A PHOTOGRAPHIC EXPLORATION OF VOCATION In collaboration with a six-month vocation seminar for faculty and staff, Tim Pippert, assistant professor of sociology, invited students in his Introduction to Human Society course to participate in an extra-credit assignment. Pippert challenged the students to represent their concept of vocation through a single photographic image and a brief description. Following are samples of the students' images and excerpts of their descriptions. o o s. òr o t_) 'r> (. A PASSION FOR CHILDREN I believe that my vocation is to work with children. I am not exactly sure how I will end up helping children, but I know that I will definitely incorporate it into my life. ... I gravitate toward children, and many people have told me that I look happiest when I am helping them. ... [My passion for] children has grown over the years into real enjoyment. ... I think this is my vocation because I get such satisfaction out of it. Wien, elementary education freshman AN ALTRUISTIC VOCATION My vocation in life is to help individuals. I think my purpose in life is to make a difference in [people's lives] and to touch their hearts. I am here to [helpl people find their potential and guide them back to where they [belongl . I am here as a friend, a confidant, and as an extra person to love, in case someone doesn't feel love. Yang, psychology and -Michelle o -Seese communication freshman NURTURING A VOCATION o .:3 L I have come to s- U the realization a s. õ. o õ' ! that my vocation is as an (J educator and nurturer of kids. ...When I got out of high school, the first job available to teacher's aid at a Catholic elementary school. ... My first three months were pure hell ... someone then advised me to attend teacher's training college ... from then on it was great. ... I was nominated Têacher of the Year and received an award for best teacher/student relationship. ... When I came to America, I found myself in the same role as a live-in nanny, taking care o[ four kids, ages 3 through 7 . ... I think I have now accepted that my vocation meets the needs of those parents who don't have lextra] time to [spendì with their children, which is very important to a child's maturity and self-esteem. Jones, marketing sophomore -O'Fay A CALL TO LAW ENFORCEMENT First and foremost, I wanted to be a cop since age 5. ... lThenì all through high school, I dreamt of nothing but the FBI as my vocation. ... ll¿terl, I got sidetracked by my path to the FBI ... and vowed that the Navy was a great choice. ... Now guess what-I want to be a cop again. So now I'm making calls, having interviews, going on ride-alongs, researching internships, volunteering, etc. At least one thing is lcertain]-I know I want to be involved in law enforcement. Brunzell, sociology freshman -Sara / ^ tl I ¡- From the Alumni Board president's desk... Tlåi:,"ï:l, part of a cold January in Russia behind the lron Curtain with a group of Augsburg and St. Olaf students. The trip was led by Professor Norma Noonan, and this was a part of my education that I will never forget. Recently, I spent an enlightened Auggie Hour with Professor Noonan and a group of Augsburg alumni discussing the current status of Russia. We ate Russian food and leamed a lot-without the fear of a final examl This calls to mind two facts: we should never stop leaming, and we should maintain our relationship with Augsburg colleagues and alumni. However, in our busy lives, getting together with old friends and retuming to campus can be difficult. The Augsburg Alumni Board represents you, and we would like to hear from you so we can keep alumni connections open. Email us at <alumni@augsburg.edu> and let us know who you are, what you are doing, and how you would like to be involved with the College and fellow alumni. We value your input! Becoming involved can be as simple as updating your e-mail address so we can contact you about upcoming events in your area, or joining us for some geat conversations at an upcoming Auggie Hour listed on p. 25 of this issue of the Augsburg Now. We welcome your ideas for building connections between Augsburg and our alumni and providing events and services that are valuable to you. Paul Batalden '63 receives Alfred l. duPont Award llaul B. Itgatalden, M.D., was honored in September as the recipient of the 2002 Alfred I. duPont Award for Excellence in Paul Batalden'63 was Children's Health Care. The award honored in September recognizes his for excellence in childrent health care. early and ongoing efforts in developing innovative, high-quality systems to advance health care worldwide. Batalden's Health Care Improvement Leadership Development program at Dartmouth Medical School in Hanover, N.H., has as its main goal the development of knowledge and leadership that will result in cost-effective, patientcentered, quality health care both Spring 2003 nationally and internationally. Batalden is a professor of pediatrics and of community and family medicine at Dartmouth Medical School, and program co-director of the Veterans Affairs National Quality Scholars Fellowship. In accepting the award, Batalden remarked, "My hope for the future is that we will recognize the importance of understanding and improving those small, living systems where children, families, and health care meet. We also need to rccogrize the challenges facing us as we try to integrate cognitive knowledge, technical skills, and values. Through this connection, others who share these concerns will be energized, encouraged, and make connections with each other." The Alfred I. duPont Award, which includes a $50,000 pnze and original crystal award, is granted annually by Nemours, one of the nation's largest pediatric health care providers. Many interesting things are happening at the College, and alumni involvement is on the rise. Watch for upcoming opportunities to get involved-such as those Iike the vocation mentoring program, which be recruiting alumni for the 2003-'04 school year who can share a little of their time and talents with students. Mark your calendar for this summer's alumni picnic onJune2S at Como Park in St. Paul (see p. 2l for more information). Family and friends are welcome, and we're hoping for better weather this year! will Andrew Morrison'73 President, Alumni Board Gene Hugoson'67 appo¡nted commissioner of agr¡culture ¡F overnor Tim Pawlenty appointed Gene 'ó7 commissioner o[ the |\IHugoron Minnesota Department of Agriculture in January A south-central Minnesota farmer from the East Chain area, Hugoson was first appointed agriculture commissioner in July 1995 by Gov. Ame Carlson, and was reappointed in 1999 by Gov. Jesse Ventura. Hugoson also served five terms in the Minnesota House of Representatives, having been first elected in 1986, and served four years as assistant minority leader. Pawlenty said he looked "far and wide" for an agriculture commissioner and real:zed Hugoson was the best person for the job. He cited some of Hugoson's accomplishments, including the creation of an online licensing system for people or companies who hold certificates, licenses, or permits required by state law Pawlenty also said Hugoson has followed up on numerous trade missions over the years. 4ucs¡unc ruow 19 1 Books). In making its selection, the award jury commented: "A 953 Dean Lapham, Bloomington, Minn., is one of the authors of new book on Freemasonry in Songfor Nettie lohnson is a Minnesota, entitÌed, The Scottish Minnesota1867-2001. Sales of the book go to support the Scouish Rite Clinic for Childhood Disorders in Duluth. Dean can be ¡eached via Rite oJ Freemasonry in e-mail at <lapham2@mac.com>. Gloria Sawai, Edmonton, Alberta, received the Canadian Governor General's Literary Award for Fiction for her book, A Songfor Nettíe lohnson (Coteau /rrllll ¡a o tt rv¡ III a profoundly light-tilled collection of short stories set on the prairies and peopled with holy sinners, visionaries, children, and socalled ordinary folk. The power of grace illuminates her world." Her book also won two awards at the 2002 Alberta Book Awards: the Henry Kreisel Award for Best First Book and the Howard O'Hagan Award for Short Fiction. In addition, she was the lirstprize winner of the Writers' Union of Canada's Danuta Gleed Literary Award. An author, playwright, and teacher, Gloria has been publishing individual Nettíe lohnson is her firsr booklength publication. Her plays have been produced by Alberta Theatre Projects and the Edmonton Fringe Festival. | ¡ f.I ù/ | fi..! ù/ | I ¡ tctlùr}l HOMECOMING 2OO3 October 3 and 4 Football game vs. Carleton College 1957 SaLurda¡ October Marshall D. Johnson, Minneapolis, recently received news thât his ,,.¡ry,Fr book. Mal¿ins -Á!,@r*D.rú,ún (Eerdmans, 2002), was named to the "Outstanding Academic Title" list for 20O2by Choice magazine, published by the American Library Association. stories [o¡ many yeârs; A SongJor 4. I p.m. Homecoming dinner Friday, October 3, 5:30 p.m. Reunion celebrations Classes of 1953, 1963, 1978, and Ì993 Psychology department allclass reunion & 40th anniversary celebration Saturday, October 4 Contact the alumni olJrce at 612- 330-1178 iJ you are interested in serving on a reunion planning committee. I I il.-r I I I I Dean Gulden '63: From Augsburg professor dOgsled mUSh€f ¡v to pr¡ze-winning ressica Brown and Lynn Mena Imagine beginning your day with the sun on your face and the wind rr-rshing against you, traveling at high speeds through the woods, stopping for breakfast only after you've reached the top of a hÌll so high you can see Lake Superior and its stunning vistas. This is a solitary adventurewell, almost-just you, nature, and a pack of canine companions leading the way. For Dean Gulden, a prizewinning dogsled musher, this has become a way of life. In 1985, he and a friend started a summer mountain program for area youth in Grand Marais, Minn., taking a busload of l<ids to Wyoming to experience the thrill of mountain climbing. ln continulng the program into the winter, he was introduced to the sport of dogsled raclng. Having a great love of the outdoors, the sport quickly grew on Gulden, who now owns l7 Alaskan Huskies and participates in up to slx races per year. Sometimes, Gulden's competition includes his wife, Jean. "[In 200tL we were competing and I was having a good run," recalls Gulden. "i was out first and Jean was five or six teams behind me. I was cruising along this river and looÌ<ing at the blue sk¡ when all of a sudden I heard, 'trail!' which race etiquette dlctates you must relinquish the trail and let the competitor by. We1l, I look around and here it's a o \ õ s a \J Jean passing me! "It's a tough sport, there's both competition and camaraderie need help, they're there for you," ... mushers are fiercly competitive, but if you One of the most enjoyable aspects for Gulden is the ability to share his dogs with others. "I go to high schools and senior centers so they can see the dogs and pet them and learn about them," says Gulden. "It's a vehicle I can use to share myself and what I've done ... I've been very blessed and I like to share that blessing with other people." Tiaining the dogs is both challenging and fulfilling. "Finding what the strength of each dog is and helping them to maximize that potential is a lot like teaching," says Gulden, a longtime leacher. "I'm not comparing students to dogs-though most people who know dogs would not be offended." Dean Gulden '63, former Augsburg math department chair and professor, now participates in up to six dogsled races per year. 20 4ucs¡uRc lr¡ow Both an Augsbr"rrg alumnus and a former Augsburg math department chair and professor, Gulden left the College in 1975 for Grand Marais, where he taught at Cook County High School. Prior to Cook County and Augsburg, Gulden served in the Air Force and also worked in the space industry He and his wife now split their time between Grand Marais and Fairbanks, Alaska, where he teaches rn the summer monthsJessíca Brown is a communication speciøList in the OlJice of Public Relations and Communication. Spring 2003 t I i l1964 Lloyd A. Pearson, Holmen, Wis., retired in November after 30 years of airline flying, most recently as a captain with Northwest Airlines. He began his airline career with North Central Airlines, which became Republic Airlines, and later merged with Northwest. Prior to airline flying, he taught high school math and then spent five years in the Air Force, including a year in Vietnam, during which he flew 365 combat missions. 1967 George Lillquist, Golden Valley, Minn., was featured in an article in the Crystal-Robbinsdale Sun-Post, after he was named interim artistic director at the FAIR fine arts magnet school in Crystal. George had retired in the spring ol2002 as principal of the TÞchnology Learning Campus and Robbinsdale Spanish Immersion School, after a 35 -year education career. Gail(Stromsmoe) Dow, Denver, Colo., was presented with the Career Achievement Award by the Colorado Library Association in recognition of her many years of dedicated sewice to the library profession. In 1999, she was named Librarian o[ the Year, honoring her efforts with the Colorado Legislature. She has since retired, but remains an active part of the Denver library system and also volunteers at her .church library f968 Minn., was the featured speaker at the Lac qui Parle Prairie t Inbune, after she spoke at a Community Leaders Breakfast in November in St. Paul. LaRhae is pÌanning director for the Project 2030 Aging Initiative in the Minnesota Department of Human Services. Donald Q. Smith, Monticello, Minn., was featured in an article in Preservation's annual meeting in November. Janet, who calls herself Augsburg alumnÌ, friends, facult¡ and staff are invited to jorn academic dean Chris Kimball and associate professor Kristin Anderson on a trip to explore the great American pastime o[ baseball. Travel by bus to Chicago and visit the Field Museum's "Baseball as America" exhibit, as well as check out some great baseball: the Monticello Times, after his selection for the Monticello High School (MHS) Wall of Fame, in recognition of his civic activism. Wednesda¡ June 18, 7:05 p.m. Chicago White Sox vs. Boston Red Sox Richard J. Seime, Rochester, Minn., presented a forum in Chicago White Sox vs. Boston Red Sox US Ceilular Field (Comisky) February on "Interpersonal Psychotherapy for Depression" at Metropolitan State University's First Friday Forum Series. 1973 Syl Jones, St. Louis Park, Minn., was the topic of a recent interview in the Puls¿ of the'Iwin Cities weekly newspaper, entitled "A discussion of race relations and other matters with Syl Jones." Syl is an editorial writer for the Minneapolis Stør Tnbune and a consultant to corporations on topics of diversity and quality He also collaborated with Augsburg to form the Scholastic Connections program. US Ce11ular Field (Comisky) Thursda¡June 19, l:05 p.m. Frida¡ June 20 Field Museum Exhibit: "Baseball as America" Chicago Cubs vs. Chicago White Sox Wrigley Field, 2:20 p.m. Saturday, June 21, 6:05 p.m. Milwaukee Brewers vs. Minnesota Twins Mi11er Park Sunday,June 22, l:05 p.m. Milwaukee Brewers vs. Minnesota Twins Miller Park Cost of trip is $595 per person based on double occupancy For complete details, contact Thorpe Tours at l-866-553-8687 or <thorpe@wwt.net>, and contact <alumni@augsburg.edu> so we can add you to our line-up! Jan (Weum) Ph¡l¡bert, Minneapolis, is a business applications anaþt at Guidant Corporation. 1975 Minn., is co-author and ilÌustrator of a book of childhood games, entitled Sally B's Games for Good HomeMøde Fun. She owns speaking engagements a year and has authored, co-âuthored, and created I3 books, two audio tapes, and various novelty products. Mark Sedio, girl humorist," does about 100 1970 nflrdsrr'lTrcIt[f1 a computer consulting firm, Hakes Consulting Inc., and also trains and shows horses. She and her husband, Steve Hawrysh, Iive on a 12O-acre farm. a "Norwegian-Lutheran farm Join Augsburg for a special "Baseball as America" trip! JUNE 18-22, 2003 Jennie A. Hakes, Monticello, Janet Letnes Martin, Hastings, l St. Paul, was quoted in a recent issue o[ the MinneapoÌis Stør 1976 Ar<¡y Dz-1 al 0â"* ÞÁr,1, June 28, 11 a.m.-2 p.m. Join us at Como Park in St. Paul for this annual event and visit with Augsburg alumni, friends, faculty, and staff. Bring a picnlc lunch (BBQ grills are available) and Augsburg wlll provide beverages and brownies. There will be fun activitres for kids and great door prizes! St. Paul, was featured in the CrossingBorders newsletter, Crossings, after he led For more information, please contact the alumni office at 612-330 -II7 B or <alumni@augsbr"rrg.edu>. LaRhae (Grindal) Knatterud, Spring 2OO3 4ucsnuncuow 21 Class Notes choir concerts during a toul to the 1979 Czech Republic, Poland, and Slovakia. Mark is director ol The Rev. Mark R. Aune, Mendota Heights, Minn., was installed as senior pastor o[ Augustana Lutheran Church. He ancl his rvife, Janis (Blomgren) music at Central Lutheran Church in Minneapolis. 1977 '81, have two children: Stefan and Roselyn Nordaune, Plymouth, Minn., rvas featured in the "Who's Who in Family Law" resource guide to Minnesota attorneys in nonprofit organizations. She can Shorewoocl, Minn. John Popham, Washington, Susan Lyback-Dahl, Wahkon, Minn., is a staff writer for the 1 980 Sarah Parker ('89 MAL), Edina, for 15 years. Minn., recently returned to 1978 Minnesota after spending nearly l0 years in the Pacific Northwest. She owns a busìness providìng marketing, media relations, and communications services to small and mid-sized businesses and The Rev. Mark Christoffersen, Fairfield, Conn., is pasror at Our Savior's Lutheran Church. 7lI Daniel J. Carlson rvas promored to chief of police in the City oi Eden Prairie. He and his wife, Camilla (Knudsen) '81, live in Ingrid. D.C., received a Master o[ Science in Information Systems from Shippensburg Universit),. a recent issue of Minnesota Latv €> Politics. She has practiced family larv since 1980, and rs a founder of Nordaune 6¡ Friesen, which has operated in St. Louis Park, Minn., be contactecl via e-mail at <sp 1243@qrvest.net>. Mille Lacs Messenger. She has an extensive background in Norwegian cultural heritage. She owned and operated a Scandinai'ian retail business lor l0 years and continues to ser\¡e the Norwegian-American community vra her lolk music. artwork, and writing. 198f Walt Johnson, Minneapolis, temporarily left the Minneapolis Public Library to begin a yearlong fellowship with the U.S. Patent and Tradernark Depository Library Program (PTDLP) ofiice in Arlington, Va., rvhere he will assist rvith the clei'elopment and revision oI electronic products lor PTDLPs throughout the country He i,vill also travel to some of these libraries to train staff and patrons on patent and trademark searches. The Rev. Richard D. Buller, New Hope, Minn., was installed ol Valìey Community Presbyterian Church in Golden Valley. He previously sen'ed 10 years at a diverse, inner-city congregation in Philadelphia and four years at another diverse church in Waterloo, lowa. He and his wife, Jean Ann, a as pastor tlf ùif NI IIITI.I{JI¡ Tim McWatt'742 Unique path leads to professional success by Judy Petree It comes as no surprise that Auslin McWatl has a love o[baseball. After all, his c1ad, Tim McWatt, Class of '74, played baseball rvith one o[ St. Paul's own Hall of Fame baseball players, Dave Winfield. O[ course, that rvas rvhen they were both klds playing at the Oxford lields in the Rondo neighborhood of St. Pau1. Today, McWatt hves in Santa Rosa, Calif., and is a hon're office property claim technical manager for Frreman's Fund insurance Company (FFIC). He has bcen in thrs positron srnce rnoving fiorn Mir-u-reapolis in December 199ó. Õ õ' s U Mcwatt has lvorked for FFIC for the past l7 years, starting as a property adjr-rster and then moving to management in 1991 in what usecl to be their Minneapolis branch oflice. Before FF]C, McWatt rvas an adjuster at St. Paul Companies and SAFECO Insurance Company. After graduating with a bachelor's degree in business adminÌstration/econornics from Ar,rgsburg, he began working in the loan department of First Produce Bank, a part of the First Mir-rneapolis Bank's system. He has also worked for 3M in sales. While a stuclent ât Alrgsburg, McWatt held positions Tim McWatt's success as a business professional is grounded by student leadership roles at Augsburg and as an early member of the critically acclaimed gospel group, Sounds of Blackness. as vice president and president of the Black Student Union (BSU). He recalls his educational experience at Augsburg to be very positive, enabling hÌm to develop business and leadership skills that have played a palt in his success today. McWatt me[ one of his best frìends while at Augsb]-rrg, Roger Clarke, rvho was also a past president olBSU. They were both members of the critically acclaimed and internationally-renowned gospel group, Sounds ol Blackness-McWatt from I9TI-1975 during its infancy under [he directorship of Gary Hines. "I had great opportumtres to travel r,vith the group throLlghout the Unlted States, and was fortunate enough to be on the first alburn," 1-re said, "and happen to be one o[ the members picturecl on the back of the a1bum." He and his wife, Michelle (Whie) '75, r,vhom he also rnet while they rvere stnclents at Augsburg, recently celebrated their 25th wedding amlversrry. Michelle is a teacher's aid in Santa Rosa-ReiblÌ. They have trvo chilclren: 12-year-olc1 Austin, who, besides loving baseball and basketball, plays piano, and Ì6-year-old Danae, a sophomore at Santa Rosa High Scl-rool and a member of the Dance Cornpany One o[ her best experiences, says her dad, is when she became a cast mernber of the Penumbra Tl-reatre's production of Blacl¡ Nativity rvhen they rvere back in Minnesota. McWatt and his family belong to the Harvest Christlan Center Church 1n Santa Rosa, ancl he enjoys playing golf and workrng olrt at the local YMCA. He has been an assistant basketball coach for the past three years for the Catholic Youth Organization (CYO) St. Rose boy's basketball tearn, lvhere 1-ris son, Austin, rs a point gr"rard. The 2002 season brongl-rt Lhem therr fìrst champions}rip season. ludy Pctrct is 22 ¡tt¿dict rclatiotts nlanogcr .4UCSBUnC ¡¡OW in thc Olficc oJ Pttblic Rclations and Comtntnicatiott Spring 2003 psychiatric nurse at Nonh Memorial, have two sons: Peter, 13, and Martin, 10. 1 The Office of Alumn¡/Parent Relations announces...THE AUGSBURG SONG CONTEST Have you ever loved the words to a song, but the music was rmpossible to follow? Here is youlchance lo rewrite the music for the Ar-rgsburg Song that was written by P A. Sveggen and H.P Opseth. The song has a wonderful message, but a diffÌcu1t line of music to slng. We would like to update the Augsburg Song into one that can be sr-rng by the masses throughout the year. 985 Kevin Augustine, Plymouth, Minn., married Cathe Cunningham in October. lor oul Augsbulg Song, keeping in mind that it rnust be simple enough for a range of voices and talents. We would like to begin singing the new music at Hornecoming, October 3 and 4. Please compose new music 1987 Jenni Lilledahl, MinneapoÌis, led The words are: a seminar, entitled "The Power love the school where we belong: We love to sing its praise . AndiJ the nrclody o[ songMay hearts to rdpture rctise. Let Augsburg where it now doth stand and Augsburg in our love, Resound iir songs on every hand, in thanhs to Him aboye 'We of Yes!" at the CoÌlege of St. Catherine's Leadership lnstitute in February She is co-owner of the Brave New Workshop Theatre . We síng of those (Minneapolis), and director of its school for improvisation, the Brave New Institute. 1 of t'ormer days, with thanht'ulhearts we sing, Because they wrought in wondrous ways the Love of God to bring, To bringhis love and wisdom down to every seehing h joyJttl praise Let music 988 sotLl. sound and up to heavet-t roII. We sing of all who now belong to Augsburg's brotherhood: May they stand always Jirm and strongwhere those before them stood: Let Augsburg still in strength remøin, \\/hen we our way have trod: Janice L. Aune, St. Paul, was recently featured ln the St. Paul Pioneer Press. She is president and Let sound Jor aye the joyous strain oJ thanhJul praise to God. CEO of Onvoy, a teÌecommunications firm based in Pl1'rnouth. The deadline for submission lsJuly 16, 2003. Please send your composition [o Heidi Breen, Associate Director Augsburg College AlumniÆarent Relations CB I,16 2211 Riverside Ave. Minneapolis, MN 5545'+ Jeannie (Shaughnessy) Hodges, Alexandria, Va., recently became president and co-owner of Pathwise Partners, LLC, a transition management consulting firm focused on partnering with nonprofit and for-profit organizations breen@augsburg.edu e>.periencing significant change. 1 989 Gail(Moran) Wawrzyniak, Raleigh, N.C., was promoted to vice president. at BB&T Corporation, based in Winston-SaÌem, N.C 1 990 administrative pharmacy and director ol the pharmacogenetics laboratory at the University of Iowa College ol Pharmacy Renee (Paulsen) married Paul Del¿ria in March. The couple resìdes in Ham l¿ke, Minn. She is project manager for Wells Fargo Spring 20O3 q 993 1 received the Young Investigator of the Year award from the American College of Clinical Pharmacy She was also recently awarded a fiveyeñ career development award Mental Heaìth to investigate the genetic basis oI antipsychotic metabolism. She is assistant professor of clinical and s. Ê, Deb (Stone) Schumaker, Blair, Neb., received a Master of Education degee from Lesley University in July She is in her ninth year as a kindergarten teacher at St. Paul Lutheran School. She and her husband, Jay, have two sons: Brett, 6, andJared, 4. Vicki Ellingrod, Iowa City, Iowa, from the National Institute of a o a Home Mortgage in Edina. The Augsburg Alumni Association and President Frame honored 2002 Distinguished Alumnus Richard J. Seime, Ph.D., at a 1994 gathering in February of Augsburg alumni. friends, and parents in Rochesteri Minn. ln addition, Professor Nancy Steblay presented architectural renderings of Augsburg's proposed new Natural and Nancy (Moore Smith), Erie, Pa., married Dr. Michael T. Kalisra in June. She is executive director Behavior Science Center. Pictured, L to R: Richard Seime '70, President Frame, and Augsburg regent Ruth Johnson '74. 4ucs¡uncruow 2z Class Notes lîtlll\tllùllff IñI -llf{ i I rI Iù I l0I ¡ lr¡l(l1l ¡l lv/ Fl t l I I I I I : 71l I I..l f tll ù,¡ I I 3 z of the YWCA of Erie, and was previously executive director of St. David's Child Development and Family Services in Minnetonka, Minn. She can be reached via emaiÌ at <mtknak@yahoo.com>. 1 naval history military indoctrination, and physical [itness. Paula Seeger, Madison, Wis., 995 Amy Ellingrod, Woodland Hills, Augsburg wrestling alumnus Dan Lewandowski '97 was inducted into the National Wrestling Coaches Association's Division lll Wrestling Hall of Fame in March in Ada, Ohio. Lewandowski, who won Division lll national titles for the Auggies in 1996 and 1997, is the first Augsburg wrestler to be inducted into the Hall of Fame. After graduating from Augsburg, he served as an assistant coach for the Auggie wrestling program for four seasons (1998-2002), and was part of three national t¡tle teams as a coach, He is currently pursuing a graduate degree at the University of Minnesota. training in naval warfare, seamanship, navigation, engineering, naval leadership, Calif., has been a member of the Santa Monica S¡rmphony since 1998. After five years of working as an engineer for 3M Pharmaceuticals, she folÌowed a new career path, and is currently working for the Los Angeles Philharmonic in the development department. Deborah A. Kirby, Pensacola, Fla., was commissioned to the rank of Navy ensign after completing Aviation Officer Candidate School at Naval Aviation Schools Command, Naval Air Station, in Pensacola. At the school, she received intensive was promoted to the reference and outreach services librarian at the Dane County Law Library in Madison. 1 996 Chellie (Kingsley) married David Shaffe¡ in September. The couple lives in Rancho Palos Verdes, Calif., where Chellie is pursuing a doctorate degree at Ryokan College in Los Angeles, and David is owner/operator of Summit Pain and Injury Treatment Centers. 1997 Jane Marie (Ruth) ma¡ried in September. Jeremy Zirbes :IlivilI¡¡IIiltlI¡¡fl et4ugsúotrg'6oncerr tøn& øt t/oe 'Úrystal T¿atl¿e&aa.l Los Angeles-area alumni, parents, and friends are invited to this special performance of the Augsburg Concert Band's 2003 tour, conducted by Robert Stacke '71, and featuring reunion of the internationally-acclaimed "Skeets" Tiio and an original composition ñ L a a L) conducted by Augsburg alumnus Brendan Anderson'02. FRIDAY, MAY 9, 7:30 Crystal Cathedral p.tø. . I2I4l Lewis Street . Garden Grove, California 714-97t-4000 All are invited to a reception from 6-7:30 p.m. in the Crystal Cathedral Art Gallery; please RSVP to Alumni/Parent Relations at I-800-260-6590 or <alumni@augsburg.edu> il you plan to atl.end this reception. The Crystal Cathedral in Los Angeles. a o S. çf eøture& pues t eÅyy u^rrntnt ! THE "SKEETS" TRIO The "Skeets" Tiio has played for presidents and royalty. Members include "Skeets" Langley'65, winner of the prestigious Coupe Mondiale (World Cup) and the Gold Medal at the 1963 Confederation Internationale des Accordeonistes in Baden-Baden, Germany; Stanford Freese, entertainment director for Disney Corporation; and Robert Stacke '71, Augsburg Music Department chair and director of bancls. BRENDAN ANDERSON'02 will conduct hÌs original composition, I Believe, an interpretation of the Apostle's Creed in word and music, performed by the Augsburg Concert Band with guest high school and youth choirs from the grealer Los Angeles area. Brendan Anderson '02 a 4ucs¡uncruow An early photo of The "Skeets" Trio, featuring (l to r) Stanford Freese, Robert Stacke'71, and "Skeets" Langley'65. Spring 2OO3 ffi Brent Grier, Naperville, Ill., is a lile/dental insurance underwriter o rvith Metlife. Õ AUGGIE HOURS s. Ar.rggie Hours are held the Laurence Stratton was recenrly featured in an article in the l. Springfield Adv ance-Press, aftel he L) L a second hesday of each month at 5:30 p.m. joined the Ìegal firm o[ Muske, Muske & Suhrhoff Ltd. He and May 13 his wife, Jennifer (Draeger) '97,live in Morgan, Mìnn. Stillwater, Minn. Facilitator/topic: Angie Ahlgren '98, theatre Freighthouse Ryan Kehnle, Ortonville, Minn., and his wife, Nikole, were featured in an article in the O rtonville lndep enden t detaillng the celebration oI their one-year anniversary as owners of the Ortonr'ìlle Matador Supper Club. 1 998 Kaydee Kirk, Chicago, works for Lakefront SRO, a nonprofit developer oI supportive housing for the homeless in Chicago. She is pursuing a graduate degree at the University of Illinois at Chicago in the urban deveÌopers program. Gretchen Meents, South Sr. Paul, Minn., was featured in the St. Paul Pioneer Press as a candidate for the St. Paul Winter Carnival's Queen of the Snows competition. She is a senior social worker for Hennepin County, and ls also co-chair o[ the Hennepin County Social Work Advisory Council. f 999 Scott Hvistendahl recenrly . accepted a position at TiueWell, an organization that helps youth pastors design, build, manage, and rnaintain Web communities. He can be contacted via e-mail at <hvisty@hotmail.com>. 2000 Aaron Gabriel perlormed with the Grimrn family includlng Jennifer Grimm '99, in a concert at Bigfork High School Commons inJanuary The concert was featured in an article in the Gr-and Rapids Herald-ll¿vi¿1a,. Jsnnifsr has also been performing overseas and rvith the Minneapolis band, Soul Tight Committee. Spring 2003 AUGGIE HOURS AL FRESCO Same great after-work event, but held outside on a locaÌ patio! (left) recently spent two weeks teaching English in Xi'an, China, as part of a Global Volunteers service program. He was assigned to teach conversational English to adult learners and was impressed by their level of knowledge. "Their English skills were good," said Soderberg, who lives in Minneapolis. "l mainly helped them with pronunciation-so we had many good conversations. lt was interesting; I learned a lot about their lives." Eric Soderberg '92 Soderberg enjoyed strolling the streets of Xi'an, meeting people and immersing himself in the city's daily rhythms. "One day, I was walking back from the park to the hotel," he said. "l passed a young man-he nodded, rushed up to walk next to me, and said 'hi!'very enthusiastically. Then he continued talking in Chinese! We exchanged many smiles, and I knew he was just trying to be friendly." June l0 Black Forest Inn Minneapolis Facilitator/topic: Jim Bernstein '78, state go\¡ernmenl July 8 Pickled Parrot Apple ValÌe¡ Minn Facilitator: TBA Augsust 12 It's Greek to lvle Minneapolis, Minn. Facilitator/topic: TBA Anna (Missling) married Kyle Nutting '02 in October. The couple resides in Eagan, Minn., where Anna is a case managel at the Salvation Army's HOPE Harbor project and Kyle r¡'orks at Gourmet Alvard Foods. Ò È E 2001 Sarah (Henderson) married Justin Accola inJanuary The couple live and work in the Minneapolis area. Brandi Czyson, Brooklyn Park, Mìnn., was featured in a Chantplin Dayton Press article on nelv school district employees. Brandi is a compuier lab paraprolessional r'vith the district. Meghan L. (Swanson) married Peter Dangerfielcl in December. The couple resides in Minneapolis, li'here Meghan rvorks at Make\4usic! lnc., and Peter lvorks ar rhe Universit)' ol Minnesota. ln February, the Augsburg Alumni Association sponsored a networking fair for careers and internships, which joined students with area employers-many of which featured Augsburg alumni. Held in Christensen Cente1 the event also featured a talk by Colleen Watson '91 MAL, and a panel discussion by alumni on what employers look for in new grad hires and interns. For those interested in recruiting Augsburg students, contact the Center for Service, Work, and Learning at 612-330-1148 or via e-mail at <careers@augsburg.edu>. Pictured above are Kristen Hirsch '91 and junior Brittany Fagen. ,4ucssunc Now 2s Class Notes m Mary Olson '742 'Find passion in what you do' by Marissa Mapes'03 Would you like to trade in your business suits, endless meetings, and stale coffee for an opportunity to fulfill your dreams? A[ter 22 years of successfully cllmblng the corporate laclder at USWest, Mary Olson did just that when she jumped at Lhe chance to transform her dream ol owning a winery rnto a reality ln 1996, Olson sold her lifetime supply of pantyhose and purchased Airlie Winery in Monmouth, Ore. Ò o U As a high school student, Olson longed to broaden her experiences, and Ar-rgsburg's Minneapolis location seemed the "perfect fit" for this small-town girl from Osceola, Wis. Olson discovered all that Augsburg had to offer through her visits to another Augsburg alumna-her cousin, Juhe (Olson) Munson '72. "My days at Augsburg gave me great insight into people," Olson said. She graduated from Ar"rgsburg In L974 with degrees ln English and politlcal science, and fondly recalls chess games with Professor Myles Stenshoel, her tennre as student body president, and her trlp to Russia with Professor Norma Noonan. Olson was highly involved in campus life, and later brought that experience into her professional life and the world of business. "Work to me has always been more than a job-1t is a passion," Olson said. Following graduatlon, she was hired into the management-training program with Northwestern 8e11, which became USWest and is now Qwest. From there, she was transferred and promoted to different branches of USWest throughout the country. In 1990, she was transferred to Portland, Ore., as she worked her way from the technical ranks to vice presrdential level. ln 1996, Mary Olson '74 traded her 22 years in the corporate world to purchase and operate a winery in Monmouth, Ore. "I fell in love with Oregon, its people, and the wines, and started telllng friends that in my next life I was going to move back to Oregon and own a winer¡" she said. Her "next 1ife" came sooner than she thought, and her dream came true; she ls now the proud owner of a beautrful vineyard and winery Olson said she would not change anythlng that lec1 up to her owmng the winery "My career at USWest made it possible for me to live out my dream." Olson's success is illustrated by her passion for life and work. For othels seekrng to transform their lives, Olson advises, "Learn, enjoy, and find passion ln what you do." Olson has kept in touch with many o[ her Augsburg friends, and some have visited her vineyard. If you can't get to her winery in person, you can find Airlie wrne at area Twin Cities retailers. Olson is planning to hold an Augsburg alumni gathering at Airlie Winery this summer. Watch for details! Marissa Mapes is a senior majoringin commLLnication. joins sister 2002 She Brooke Stoeckel, Isanti, Minn., is a group sales manager at Riverwood Inn in Monticello, Minn. She can be reached via e- advocate Karin, 3. Diana is a sentencing mail at Defender's Office. <brookiedoll2 7@hotmail. com>. Brenda Selander, Oakdale, Minn., is a physical education teacher at Anoka High School. She can be contacted via e-mail at <selander9@hotmai l.com>. Births/Adoptions Diana (Wilkie)'86 and Rick Buffie, Apple Valle¡ Minn.-a daughter, Kirsten Dale, in,July 26 4UCSnUnCUOW with the Hennepin County Public Leah is a special education teacher and Todd is a social studies teacher. They both teach at Armstrong High School. Julie (Severson) Jennifer '94 (Cummings) '96 and Brian and Dermott Norman, St. Louis Patricia (Noren) '91 and Park, Mirm.-a daughter, Sophie Lyle Enderson, Leah (Johnson) '95 and Todd Elk River, Minn.-twins, Evan Noren and Laura Mary, in December. Patricia is a marketing communications specialist for Reviva Co. Marla (Stratton)'92 and John Mayer'BB, New Prague, Minn.a son, Trace Alan, in November. He joirs brother Mason, 3. Farmington, .-'.:.I Minn.-a Ann, inJune. Weisjahn'95, New Hope, Minn.-a son, Noah Charles, in November. I Ackland'95, I Krystina, last daughter, Ellie April. They can be reached via e-mail at <bjackland@msn.com>. Jasmina Besirevic-Regan'97 and Matthew Regan '95, New Haven, Conn.-a daughter, Selma Jane. in November. Spring 2O03 ) m The Rev. Harry T. Sorenson '42,Ephrata, Wash., died in January he was 83. In his 58 years of minìstry he sen'ed parishes in Minnesota, North Dakota, California, and Washington. He is survived by his wife, Judy; two daughters, Linda and Sheila; son, Aaron; and four grandchildren. He was preceded in death by his first wife, Ruth Berg, and his daughter, Cheri. Marilynn (Peterson) Merced. She and her husband, Herman, rerired in lg8l ancl began a long and memorabÌe retirement. She loved to travel and was talented at needlepoint, crossstitching, and crocheting. A dedicated volunteer, she surpassed 6,500 volunteer hours at a locaì hospital, and was very active in her local ELCA church. She also organized and enjoyed mini Auggie reunions on the Pacific Coast. She is survived by her husband of 55 years; three children, Steven, Scott, and Olson'48, Shelley; eight grandchildren; and Merced, Calif., died in July; she was 77. She taught school for many years at five great-grandchildren. Wayne L. Stutelberg'49, Woodbury, Minn., died in September; he was 77. He spent 32 years working with programs Oak Grove High School in Fargo, N.Dak., and kindergarten in related to special services, including serving as head of the and Wisconsin. She is survived by her husband of nearly 40 years, Bob; two sisters and a brother; and speech department at Gillette Children's Hospital, state director for the National Easter SeaÌ Society, and director of special education programs for both the Rosemount and Forest Lake her beloved Boston terrier, Arf, who shadowed her every step. school districts. He is survived by three children, Tom, Patricia, and Mark, and eight grandchildren. He was preceded in death by his elementary school principal. wife, Marlys. John N. Samuelson'50, Minneapolis, died in December; he was /). Shirley A. (Knapton) Hooker '57, CaldwelÌ, ldaho, died inJuly 2001 after a prolonged medical battle; she was72. AÎrer graduating from Augsburg, she worked for the state highway departments in both Minnesota Marvin Husby, lr.,'64, Inverness, Ill., died inJanuary of cancer. He was a retired Dennis J. Carlson '90, Minneapolis, died inJanuary; he was 35. He worked as a bouncer for many years, and was also involved in semi-professional wrestllng in Minneapolis, where he was known as "Samson." He is survived by his mother, Patricia; three sisters, Candy, Kathleen, and Cindy; and two brothers, Robert and Jerome. He was preceded in death by his father, Edwin. Augsburg remembers leader |ibrarian by Boyd Koehle¡; associate professor and librarian, reprinted from the Augsburg Echo M arJone Sible¡ librarian and professor at Augsburg for more than a quarter of a century died January 21,2003, at the age of 82. Sibley served as a reference librarian from 196l to 1987 and also as library 'director from 1970 to 1977. Concurrentl¡ she taught courses in Quakerism and library science at Augsburg and courses in library science at the University o[ Minnesota. Sibley's educational preparation included a B.A. with Phi Beta Kappa honors at the University of lllinoisUrbana, an M.A. in sociology with work toward a doctoral degree also at Urbana, and a second M.A. in library science lrom the University of Minnesota. Augsburg colleagues remember Sibley's leadership style both in the library and on campus at large. "Marjorie regarded the library as the 'heart of the Spring 2O03 College campus'," according to Margaret Anderson, former library director and professor emerita. "She helped build the library collection up to national standards and introduced reference service to promote the library as an active agent of learning," Anderson said. The library collection received a boost in the area of minority and diversity studies during the early 1970s under Sibley's leadership, according to Grace Sulerud, acquisitions and reference librarian. "She wrote a Bush grant that increased our budget by $75,000 over three years," Sulerud said. "Her energy could not be contained in the librar¡" said Anderson. "She served on the laculty senate and nearly every other faculty committee." Sibley chaired the ad hoc commìttee on the status of women in the early I970s, a committee that examlned pay equity for women and other lacets of discrimination on campus at both faculty and staff levels. This study triggered actual change in Augsburg's salary structure, according to Grace Dyrud, psychology professor. "Marjorie was very good at seeing the big picture and could approach matters calmly and rationall¡" Dyrud said. Sibley also championed world peace. "Marjorie advised students interested in peace studies, and, with her husband, Dr. Mulford Sibley, devoted energy to peace and justice in the world beyond campus," Sulerud said. "Her Quaker conviction that 'there is something of God in every person' guided her life and work," Sulerud said. "Marjorie was an advocate for justice in the minds and hearts of everyone she came in contact with," said Spanish professor Mary Kingsley, a friend and colleague who served on various faculty committees with Sibley. Sibley's first husband, Mulfurd, a wellknown political science professor at the University of Minnesora, died in 1989. Sibley is survived by her husband, Don Irish; a son, Martin; a daughter, Muriel; five sisters and brothers; and a host of grandchildren. A Quaker memorial service celebrated Sibley's life in February at Augsburg's Hoversten Chapel. ,Aucssunc Now 27 o t^ o - a o A president looks back 500 years and finds h iS Ca I I ing by president wirriam v. Frame ollowing are excerpts of a piece written F by President Frame Jor the September 6, 2002, issue of Tlne Chronicle of Higher Education. Having recently returned from a lO-year stint in the corporate world to my original home in the academy, I have stumbled onto an idea of great utility-both to rattonalize my own tortuous career path and to guide the curricular and cultural reforms needed to serve our college's students. The idea is vocation. ... The most immediately distinguishing aspect of vocation is that of being drawn to an undertaking with a deep sense that "This is the right work for me!" I first encountered that aspect as a reporter for the student ne\Mspaper at Ohio State University in the early 1950s. Campus journalisrn in the early days of the civilrights movement was a thrilling business, and it gave me, for the first time in my college life, popular recognition. Yet my inner voice had not yet matured, and was thus overwhelmed by its natural rival, the voice of public acclaim. That orientation, unfortunatel¡ remained as I shifted my study to political science and followed it into the professoriate ... where I eventually achieved tenure and the rank of professor of political science. Now I see that I was actually chasing after the seductive but ultimately unsatisfactory vindication of acclaim. ... Even so, the process of becoming a professor and achieving tenure introduced me to two of the critical axioms of the teaching vocation: Great teachers begin and remain as serious students-of themselves as well as of the world-and learning improves life. But since I discovered those axioms in a selective liberal-arts college that was purposely set well away from the cit¡ they took a particularly private and rnildly antisocial form. They did not gel with the outgoing and service-oriented 2A ,4UCSSURC l,¡OW s aspects of vocation. ... A sneaking discomfort with all this caused me, I now think, to strike out from the secure shores of rural academe after 13 years there. I had gone to Chicago to direct a research program in the humanities at the Newberry Library. I fell in love with the city, which, I realized, is the quintessential social institution of the modern world. ... As a result, I was hesitant to return to the college at the end of the fellowship. Almost frantically, I cast about for an alternative, wonderingwhat a 42year-old professor of an arcane art could do effectively in the "real" world. I joined the First National Bank of Chicago as a trainee in the summer of 1981. ... Those seven years in commercial banking, followed by three in corporate finance, gave me a profoundly different attitude toward work and the world than I had acquired in the academy Yet as I advanced in the commercial hierarchy ... I became less and less interested in the ultimate purpose (stockholder value) of the institutions that employed me. I knew that my appreciation of the compatibility of work and personal fulfillment in the modern commercial world had deepened in several important ways, and I longed to see how that new understanding would resonate with students. I wanted to go back to teaching. Yet, as I was absolutely dumbfounded to discover, higher education institutions did not invite my return, especially into any available teaching or teaching-related administrative function. I had to make my way back through finance ... I re-entered the hallowed halls as vice president and chief financial officer at Pacific Lutheran University ... It was there that I learned of Martin Luther's respect for "the fine liberal arts," which he proposed as the chief human therapy for modernity-the world in which work had begun to disconnect from its earlier communitarian functions. President Frame led an AugSem discussion with students about vocation and service on community service day last September. That month, he also reflected upon his personal vocational path in a piece he wrote Íor The Chronicle of Higher Education. Vocation, or the called life of service, is the ultimate objective of that therapy ... I could see in Luther's idea of vocation the rnakings of a life-changing educational concept ... in the presence ol Luther and my colleagues in a church-related college ... I began to draw together into a new educational philosophy the disparate elements of what had by now been four different adult careers. ... Now, as president of Augsburg, I am pursuing the application of vocation in our curriculum and culture in ways that reflect my personal and increasingly fulfilled search for my own calling. ... Looking back, I see that the concept of vocation has helped me find a pattern in what I once regarded with shame as a restless turning from one profession and career to another ... it has allowed me to make real progress in drawing together into a satisfying whole both thought and action, theory and practice, work and leisure, and ultirnately, reason and faith. That wholeness is the ultimate gift of the called life of service-and what I believe we should strive to achieve for ourselves and for our students. I Spring 2003 ) ¡- tt I a, (a Music For more information, call 612-330-1265 (unless otherwise noted) April 30, }t4ay 2-3 Masterworks Chorale with the Minnesota Orchestra Sir Neville Marriner, former music director of the Minnesota Orchestra, returns to conduct the music of his fellow countrymen. Actor and screen star Christopher Plummer narrates the words of Shakespeare with music by William Walton from the lllrnr'Henry V Elgar's poignant Enigma Variations places the finishing touches on an all-English event. April 30 at7:30 p.m.-Orchestra Hall }y'ray 2 at 8 p.m.-Orchestra Hall May 3 at 8 p.m.-Ordway Center For ticket information, call the Minnesota Orchestra at 612-371-5656 Seminars, Lectures, and Films May 7 Master of Arts in Leadership Series on Transformational Leadership Presenters: MAL students, "Leadership Paper Colloquium" 6 p.m.-Christensen Center For information, call 612-330-1786 Muy 5-10 Augsburg Concert Band Tour Los Angeles area (seep.24) Theatre April 25 Senior Acting Recitals 7 p.m.-Tjornhom-Nelson Theater For information, call 612-330-1257 Exhibits For gallery information, call 612-330-1524 }/.ay L7 Parker J. Palmer "Honor Thy Teacher: Authentic Educational Reform in an Era of Smoke and Mirrors" Parker Palmer, a teacher, activist, and bestselling author of Let Your Life Speah: Listening for the Voice of Vocation and The Courage to Teach, will present this lecture as part of Augsburg's Exploring Our Gifts program. This presentation is free and open to the public. 7 p.m.-Hoversten Chapel For information, call 612-330-1 180 Other Events May 3-4 COMMENCEMENT WEEKEND May 3 Commencement Luncheon Noon-Christensen Center March 2B-May 4 All-Student Juried Art Exhibition Gage Family Art Gallery Lindell Library m&i Commencement Concert I :30 p.m.-Hoversten Chapel Honors Convocation 4 p.m.-Hoversten Chapel May 4 Baccalaureate Service 10 a.m.-Hoversten Chapel Commencement Ceremony l:30 p.m.-Melby Hall Seating begins at 12:30 p.m. Tickets required March 2B-May 4 Senior Art Exhibit Christensen Center Art GallerY Com mencement Reception 3 p.m.-Murphy Square Send us your news and photos! Full name Maiden name Class year or last year attended Street address tell us about the news in your 1ife, your new job, move, marriage, and births. Don't forget Please to send photos! For news of a death, written notice is required, e.g. an obituary, funeral notice, or program from a memorial service. Send your news items, photos, or change of address by mail to: Augsburg N ow Class N otes, Augsburg College, CB 146, 2211 Riverside Ave., Minneapolis, MN, 55'154, or e-mai1 to <alumni@augsburg. edu>. State ls this a new address? n Yes n No E-mail Home telephone Employer ls spouse also a Spouse name Position graduate of Augsburg College? n Okay to publish your e-mail address? Work telephone n Yes ! No lf yes, class year_ Maiden name Your news: UGSBURG COLLEGE Non-Profit Org. U.S. Postage 2111 Riverside Avenue Minneapolis, MN 55454 Minneapolis, MN Permit No.2031 PAID
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Title: Augsburg Now Winter 2002-03
Collection: Alumni Magazine Collection
Search Result: Ji l JC·'("'.3lJ GNOW J l) .l A PUBLICATION FOR Winter 2002-03 AUGSBURG ••.;: i : .. , , COLLEGE A Lu M N I I L .Jl! . A S fl..,~~. .,.. ' ·.c;·. IA. ,l-£' ,,,,r- .... , .. - . - ' . t ' .. ...... •. I1 ' ~ ., /' j ~ - .,··~ .. , .... ~, , J .:~ . -·•.:...
Show more Ji l JC·'("'.3lJ GNOW J l) .l A PUBLICATION FOR Winter 2002-03 AUGSBURG ••.;: i : .. , , COLLEGE A Lu M N I I L .Jl! . A S fl..,~~. .,.. ' ·.c;·. IA. ,l-£' ,,,,r- .... , .. - . - ' . t ' .. ...... •. I1 ' ~ ., /' j ~ - .,··~ .. , .... ~, , J .:~ . -·•.:~ Learning by Seeing , He aring · ,. an•d..Doing -· _j "~ From the editor ultural diversity can be experienced and ap preciated in many places- in Centra l America , Namibia , Thailand , and here on the Augsburg campus . The College's vision document , Augsburg2004: Extending the Vision, sugges ts that cultural diversity is the kind of diversity that best serves Augsburg 's educa tion al mission by offering "many different ways of knowing and learning " that challenge us to look beyond the limits of our own cu ltural assumptions . Augsburg2004 goes on to reinforce the critical conn ection between cultural diversity and exploration of vocation: .. cu ltur al diversity is critical for all of us-employees and students alike-t o fulfill our obligations as stewards. To pursue our vocations in the world , we need engageme nt with ways of life and convictions that pose alternati ves to our own . Kno,ving the other helps us know ourselves, " the document states . The stories in this issue illustrat e C We welcome your letters! Pleasewnte to: Edttor Augsburg Now 2211 Riverside Ave., CB 145 Minneapolis, MN 55454 E-mail: now@augsburg.edu Fax: 6 12-330- 1780 Phone: 612-330- 118 1 Leuers for publication must be signed and include your name, class year, and dayume telephone number . The)' may be edited for length, clamy, and style. how cultur al engagement can come about in many ways-t hrou gh meetings with wome n in Guatemala who are findin g purpose and voice in the cooperative movement , through Augsburg faculty learn ing abou t educational challenges in Namibi a, and th roug h faculty, staff, and students here on Students from the Heart of the Earth Survival School Drum campus who exp lore and Dance Group performed in Christensen Center during National Native American Heritage Month. American Indian mythology throu gh the performance anni versary this year and is the longestantics of Coyote . running program of its kind in the For 20 years, the Cente r for Globa l Upper Midwest. ll has not only help ed Educat ion (CGE) has facilitated stud y native stud ent s enroll and succeed at and travel expe riences that conn ect Augsburg , but il has also brought Americans directly with people and together the Native American and issues arou nd th e world . Comm ents Augsburg com muniti es in a variety of from travel pani cipants attest lo the cultural and edu cational activities. power of the se conn ections. My own In 2001 , th e American Indian experie nce as a 16-yea r-old exchange Studi es faculty, together with the Center stud ent to Sout h America led to a shift for Global Education and internation al in my academic direction and shaped stud ent advis ing, made il possible for interests and activities that have stayed Augsburg international stud ents to be wilh me throu gh decades. imm ersed in Native American cultur e for As th e well-being of our global a week over sprin g break at the Tunl e community becomes ever more fragile in Mountain Reservation in North Dakota . this post-September 11 environm ent , On many Cent er for Global more people are recognizi ng th e need to Education brochures, readers find the seek und erstandin g of peop le and places message, "See the wor ld through their different from us in cultur e, religion, or eyes, and your wo rld will never be the politics. CGE's progra ms are growi ng to same ." respond to thi s need . In addition , stud y Isn't that what lransformali ve abroad serves as one of the ways in educ ation is all abo ut? which Augsburg stud ents can fulfill the Augsburg Experience requirement in their studies. Augsburg's four multi cu ltural programs help to begin this journey al Belsey Norgard home . The American Indian Stud ent Editor Services program celebra tes ils 25th A ugsburg Now 1s published quanerly by Augsburg College, 22 11 R1vers1deAve.. Mmneapohs . Mmneso1a 5545 • Editor Betsey Norgard AUGSBURG NOW A PUBLICATION FOR AUGSBURG COLLEGE ALUMNI & FRIENDS Win ter 2002 -03 Vol. 65 . No . 2 Features Assistant Editor Lynn Mena Graphic Designer Kath)' Rumpza Class Notes Coordinator Jessica.Brown 8 Cont ribut ing Photographer Stephen Geffre President Wilham \I Frame Director of Alumni and Parent Relations Amy Suu on Wh ere in the world wi ll the Center for Global Education take you? by Bet sey Norgard Augsburg 's Center for Global Education has been a nati onal leader for 20 years in providin g crosscultur al edu cational stud y and travel. Demand for their program s has risen sharply, as Americans seek to learn more abou t social, cultur al, and religious differences around the world . Director of Public Relations and Communication Dan Jorgensen 14 Opm1ons expressed m Augs burg Now do not necessarily renect official College pohcy by Dan Jorgensen ISSN I 058-1545 Postmaster· end correspondence , name changes . and address correc11ons to: A ugsburg Now, Office of Public Rela11onsand Commu nication , 221 I Riverside Ave.. Mmneapohs . IN 55 • 54 . E-mail: now@augsburg.edu Telephone : 6 12-330- 118 1 Fax: 6 I 2-330-1780 A11 gsb11rg College, as affirmed American Indian Student Services celebrates 25 years American Indi an stude nts bend u from the long history and track reco rd of Augsburg's progra m , which has now add ed a maJor m Amen can lnd tan Stud ies. Departments 2 Around th e Quad 6 Sports in irs missio n, does not discrimina te on 1hc basis of race, color, cree d, religion, na tiona l or ethn ic 01igi11, age, ge nd c,; sex ual or ientat ion, ma rital SllllU S, SUIIU S with regcird to publi c ass ista nce, or disability in its educa tio11 p olicies , culmi ss ions policies, scl10la rs hip and loa n prograr11 s, at hlcric anti/or school a dmin istered programs, except in those insta nces wl1e,e rel igio n is a bona fi de occupal ional q11 a lifica1io11 . A11 gsb11rg College is committed fO p mviding reasonable ncco mmo,lmi ons to 7 17 18 22 28 Chape ltalk Alum ni News Homecomin g 2002 Photos Class Notes In Memori am irs employees and its stu denrs. www.augsburg.edu inside back cover Calendar 50 percent ,·ecycleclpaper (JO percent post-consume, waste) On the cove r: Ounng a Centerfo r Global Edueallon travd m mna,; focused study of Nicaraguas m,grawry buds scn•ccl as a conncd ing symbol to the study of cconom,c development ancl the rnvimnme,u. Photo talicn al El Cas1,llo, Rw San Juan, by Keith Olstad Four new regents are welcomed to the board he Augsburg Board of Regents welcomed four new member s at its Janu ary meeting. Kinn ey Joh nson '65 and Sand ra Vargas were elected to six-year tenn s; and Bishops Robert Berg and Craig John son j oined the boa rd as ex officio memb ers, representing two of Augsbu rg's four ELCA syno ds for rotating three-y ear T Lenn s. Kinney Johnson '65 Kinney John son became a foundin g memb er of Sequ el Partn ers in 1995, a venture finn in Bould er, Colo., specializing in the IT, telecom , and health care secto rs. He has been involved in 45 start-up ventur es and currentl y manages over 400 million in thr ee fund s. J ohn son received his bachelo r's degree from Augsburg in 196 5 with maj ors in mathema tics and bu siness adm inistration . He received a master's degree in mathematical comput er science from the Un iversity of Iowa . He curre ntly serves on several health care and techn ology boards. Sandra Vargas Sandr a Vargas has been the count y admini strator for Henn epin Count y since 1999. She has 18 years of manageme nt expe rience in city and state agencies, including the Minn esota Department of Transporta tion . Vargas holds a master's degree in pu blic administration from the John F. Kennedy School of Governm ent at Harvard University. She chairs the Chicano/Latino Advisory Committ ee at the University of Minn esota and serves on the Minneapolis United Way and Minn eapolis Fou ndation boa rds . The Rev. Robert Berg Bishop Robert Berg , a native of Eau Claire, Wis ., was elected bis hop of the Evangelical Luth era n Chur ch in America (ELCA) No rth wes t Synod of Wisco nsin in 1995. Prio r to that he had served two parishes in North Dakota and several pari shes in Wisco nsin . He graduat ed with a bachelor's degree from the Un iversity of Wisco nsin-Eau Claire and from Luth er Semin ary. The Rev. Craig Johnson Bishop Craig John son was elected bishop of the ELC/1:s Minn eapolis Area Synod in Jun e 2001. Previously, he had been associate vice president for chur ch relations at Gustavu s Adolphu s College and serve d parishes in Shr eveport , La. ; and Minn eapolis and Bloo min gton , Minn . He is auth or of The Mighty Acts of God- a Survey of the Bible. Welcome , Class of 2006! On a bright September day, 332 Auggie freshmen processed into the chapel, heralded by flags representing the countries of international students at Augsburg and welcomed by faculty and staff lining the walk . AUGSBURG COLLEGE- FALL 2002 Total stud ents .. ... . . .2 ,99 4 (1,69 1 day, 1,072 wee kend , 23 1 gradu ate) Average age ...... 21 in day, 35 in WEC, 34 in gradu ate No . of stat es ......... . ... . .42 No . of foreign countries .. . .. 36 Gender . . . . . . . . . .4 1% male and 59 % female Race/e thnic origin ... ... ........ App roximately 17% stud ent s of color Res idency ... . . . .. . . .54 % resident day stud ents and 46% commut er day stud ents Religion .. . ... . .. . . . . . .Appro ximately 34% Luth eran 2 ,4 uG SBURG NOW Winter 2002 -03 Graduate nursing program receives accreditation ugsbur g's Master of Arts in Nur sing prog ram , begun in 1999, has rece ived full acc redit ation from the Co llegiate Coun cil on Nur sing Edu cation (CCNE) . Th e p rogra m , with classes offered in both Rochester and Minn eapolis, pr epa res nur ses for transform ational leadership and transcultur al practice across care settin gs, with particular emph asis on addr essing health di sparities. Gradu ates of the pro gram are eligible to app ly for certification throu gh the American Nur ses Credentialin g Cent er and th e Transcultur al Nur sing Society. With th e increasing diversity of Minn eso ta's popul ation , thi s prog ram trains nur ses LO be responsive to a wide range of health needs th at exist in the loca l and global communiti es . Th e curri cular focus on hea lth disp arities addr esses th e difficult y so me popul ation group s have in gainin g access to health care beca use of poverty, age, race, religion , and/ or nati onal ori gin . Augsbur g curr entl y has the only degree program of thi s kind in th e countr y. Remembering September 11 comm emorativ e pro gram durin g Homecoming Weekend honored in word s and mu sic the victims and surviv ors of the eptemb er 11 attacks . The Augsbur g Concert Band and the A A Rev. Mark Hall '77 Cheryl Leuning, nursing professor and department chair, announced the accreditation of Augsburg 's Master of Arts in Nursing program , with a focus on transcultural nursing. Augsbur g Choir performed the composi tion "I Believe," written by Augsburg alumnus Brendan Anderson '02. Special commemoration of the life of Lt. Col. Dean Mattson '66 , who died in the Pentagon attack, was mad e by the Rev. Mark Hall '77 , pastor of St. Peter's Luth eran Chur ch in Luck , Wis., Mattson 's home chur ch. Hall said of 1lattson , "Here [at Augsburg College], Dean learned , like many others have (includin g me and many of you , too) that whatever station or place we live out our lives, we are called to live them with a holy pu rpose, consecreated to God . Because life is sacred ." Welcoming Augsburg visitors The main entry and lobby area in Christensen Center has undergone a facelift to become a more welcoming and hospitable center. A re-designed information counter greets visitors, while new furnishings and a computer center enable students to meet. study, check e-mail, or gather around the fireplace to enjoy a cup of coffee from the Starbucks kiosk . Winter 2002-03 A-UGSBURG NOW 3 Around the Quad NOTEWORTHY New CLASS director James Hodgson began as director of Augsburg's Center for Learning and Adaptive Student Services (CLASS)in November. He received his doctorate from M.I.T., and brings extensive experience in working with students with learning and physical disabilities. •Leaders of today' connect with •leaders of tomorrow' Augsburg's core curriculum In October, the faculty approved a new general education curriculum for students beginning in fall 2003. The Augsburg core curriculum streamlines the current general education requirements and builds on the principles of Augsburg's mission and ,~sion, including themes of vocation, Christian faith , civic engagement, diversity, and liberal arts and delivered across disciplines with experiential learning built in. A cover story for Augsburg Augsburg's communi ty service-learning program was the subject of the cover story in The Lutheran magazine in November. "Learning by SeT\~ng" describes programs that involve students in tuwring , coaching youth teams, teaching, pro,~ding seT\~Cesat a free clinic, volunteering in community organizations, and many other activities in the neighborhood and Twin Cities area. To read the full article, go to <.www.thelutheran.org/02l l/page46.html>. ranked in top 2S Augsburg was ranked in the top tier among Midwestern universities that offer a full range of undergraduate and master's programs in the annual ranking of U.S. News and World Report. Among the key cntena m Judging were highest graduauon rate and highest proportion of classes of fewer than 20 . U.S. News also introduced a new ranking of schools with "outstanding examples of academic programs that lead to students ' success." Augsburg ranked 21st in the nation in the service-learning category. Each of the schools listed is said to be a "stellar example" of programs shown to enhance learning. Augsburg is the only Minnesota school in this ranking. Augsburg 4 A-UGSBURGNOW Scholastic Connections students and mentors for 2002-03 are (L to R) Diane Love-Scott '98 ; Adela Arguello 'OS; Mercedes Weishalla '03; Kailash Thapa '05; Noya Woodrich '92, '94 MSW ; Eloisa Echavez '94, '98 MEL; Matthew Shannon '04; Xia Xiong '05; Murry Kelly, Jr. '71; Asha Geire '04; Cory Andree '03; Richard Barbeau '92. Not pictured are Rev. Rufus Campbell '75 and Andre Lewis '73 . I n Septembe r, Scholas tic Conn ectio ns celebra ted its first anni versary an d awar ded five new sc holarsh ips to Augsburg students of co lor , conn ecting them with Augsburg alumni in mentorin g relationships. A year ago, the program was laun ched to amplify th e Co llege's com mitm ent to th e dre am of a post-secondary edu cation for students from diverse backgrounds . It responded to a lawsuit po sed by Elroy Stock '48 , a maj o r d on or o f th e Co llege who was discovered to be the send er of a hate-m ail campaign over man y yea rs. He sued when Augsburg refused to name a building after him , but was unabl e to return his gifts due to federa l and stat e guideli n es. The lawsuit was dismi sse d . Th e first Corporate Connections gift to the College was mad e by th e law firm o f Lockridg e Grindal Nauen & Holstein P.L.L.P.Thi s support will provide a schola rship for students whose family circu mstances m ight hav e hindered op p ort un ities for a co llege education. Calling from Augsburg ,,. SPRING PHONATHON BEGINS ON FEB. 2 T he Augsb u rg stude nt phona th on tea m looks forwa rd to talking with alu mn i about Augsb u rg as they dial th eir way toward a $ 1 m illio n Ann ua l Fu nd goal. Winter 2002-03 Joel Torstenson, at age 90, honored by local group oel Torstenson '38, Augsburg alumnus chai r of HECUA, Torstenson became good and long-time professor, was honor ed by friends with Paul Wellstone, Carletons representative to HECUA. the West Bank Community Developm ent Torstenson also served on the West Corporation in its December newsletter for "significant contributions to the civic, Bank CDC board from 1993 to 1999 . He and Fran have been active members of spiritua l, educationa l, and community life Trinity Lutheran Congrega tion. A birthday in Cedar Riverside ," along with his wife, party in Novemb er celebra ting his 90 years Fran , and Ruth and Floyd Case. brou ght together family and friends. The newsletter menti oned Torstensons many accompli shm ents, includin g his co-founding of a farm cooperative in Edina in 1941 that became hom e to the Fellowship of Reconciliation, and his service to Midland Coop erative as education director. In 1947 , Torstenson returned to Augsburg to teach full time, which led to the growt h of the sociology department and the creation of the Scandinavi an Urban Studi es Term at the University of Oslo , ,,_ und er the auspices of the Professor Emeritus Joel Torstenson '38 and his wife, Higher Education Consortium Fran, entertained family and friends in November to for Urban Affairs (HECUA). As celebrate his 90th birthday . J THE "AUGGIE EAGLE" HAS LANDED At the Oct. 19 home football game against St. John's, Auggie fans were introduced to Auggie Eagle, the College's new mascot, who entertained the crowd and kept spirits high for the team . Auggie Eagle will make his appearances at home sports games and represent Augsburg in the community. Winter 2002-03 NOTEWORTHY Youth and Family Institute moves The Youth and Family Institute , founded m 1987 by Menon Strom men ·4 2, has separated from Augsburg College and is opera ting independe nt!)', maintaining its former staff und er Dick Hardel's leadership . It will continu e to support Augsburgs youth and family minisu y major, current!)• enro lling arou nd 50 students. Augsburg has established an advisory committ ee under the direction of John Schmit, associate dean for adu lt programs , lO plan an initiative in service to the church that builds on Augsburgs strengths in mu sic, leadership , the health sciences, recovery, and focus on vocation. The Youth and Family Institute \\~\I continu e to opera te under this name ; information about Augsburgs new program will appea r in the spring issue. Ann Garvey-'Woman on the Go' Ann Garvey, associate dean for student affairs, was selected as a recipient of the "Women on the Go" award . This inaugural award , sponsored by the Minnesota ACE Network , was awarded to women who are "destined to be leaders in higher education ." They are "women who are making a difference-d ay in and day ou t-in their institutions and in their communi ties." New Pan-Afrikan Cent er director Trena Bolden '00, became the new director of the Pan-Afrikan Center in November , after serving as interim director . She graduated with a doub le major in communication and theatre arts. Devean George '99 honored Augsbur g Mil retire the No. 40 basketball jersey of Devean George '99 during a weekend celebration on Feb. 7-8. George , who played at Augsburg from 1995-99 , was the first Division Ill player to be drafted in the first round of the NBA Draft, by the Los Angeles Lakers, and has been a pan of thr ee straight world championships with them. Feb. 8, 3 p.m.-Public ceremony during the Auggies' men s basketball game vs. Ham line University. For information, contact Norm Okerstmm at 612-330-1616 or <okerstro@augsburg .edu> . A-UGSBURG NOW 5 Sports Auggie hockey player takes body checks to a new level byDonStoner ugsbu rg College men's hockey forward Jaro Cesky isn't known as an overly physica l player on the ice. But in August , the Auggie senio r used the physical part of his hockey training in a much different- and heroic- way. Cesky, a native of Prague , Czech Republic , helped to subdue an attacker who had set off exp losives in a crowded subway station and killed a police officer. For his efforts, he earn ed national atten tion in the Czech Repub lic and was widely regarded as a hero . But Cesky is quick to denect any praise for his efforts, saying he wou ld do the same all over again . "People were asking me if l felt like I was a hero, but I didn 't want to hear that because a cop died , and l didn 't want to get noticed because of somebodys death ," Cesky said. "I told people if something like this would happe n again , or if it wou ld happen here [in Minnesota!, I wou ld do exactly the same thin g." Cesky, who has lived and studi ed in America for the last four years, return ed to A co ps next to me, ju st watching thi s hap pen . l told them, 'You have guns , why don't you go in there and get him ?' " Unlike television shows Cesky had seen in America , where police officers rou tin ely pull their weapo ns to stop suspects, the officers in this situation were prohibited from using their firearms in the subw ay station due to local regulations, accor din g to publish ed report s. As a subwa y car pull ed into the station , Cesky yelled to the passengers to remain on the train. He turn ed to see the male officer stru ggling with the attacker. "l saw the cop on the ground , and he end ed up with the knife in him . He was stabbed ," Cesky said. The officer died instantly. The second officer, a female, ran to the attacke r and tried to subdue him with her nightstick. As the larger assailant fought back , Cesky sprinted forward and body-checked him to the pavement . "I went in and thr ew him on the ground ," Cesky said. "He got back up and had a plastic tub e in his hand , pointing it "I t old people if something like this would happen again, or if it would happen here [in Minnesota], I would do exactly the same thing ." Prague in August to visit his family. His second day there, whi le waiting for friends at a subway statio n to celebra te his 24th birthday, he heard an exp losion rock the train statio n , filled wit h peop le going home at the end of the day. At first, he thoug ht it was someone setting off fireworks in th e trai n sta tion , the second-busi est in the city. Instea d , it was a 53-yea r-old Russian immi gra nt throwing makes hift exp losives at the train tracks. As the Friday night crowd panicked and ned the train stat ion, the Russian began to attack an elderly bystander wit h a knife attached to a long stick. "I saw the man on his knees and th e other man was attacking him ," Cesky said. "I saw two 6 A-UGSBURGNOW at her face. He stepp ed closer to me and it looke d like he wanted to commit suicide , he was jabbing th e tub e at his own head ." Officers later told Cesky that the tub e was anoth er hom emade exp losive, and that it apparent ly had enoug h dyna mite in it to possibly level the train station . "When he punched him self with th e tub e a second time , I jump ed on him from behind again and thr ew him on the grou nd ," Cesky said . "I sat on him , held him down and I pu shed the tub e away from his hands. The co p came over and we put the handc uffs on him ." Hittin g someone the way Cesky did wou ld have earned him a trip to the penalty box in hockey for checking from behind , but in thi s instance, the hockey player was a hero who likely helped to save countl ess lives. For his efforts , Cesky was honore d by the interio r minister. The nation 's president invited him to meet on Czech Jaro Cesky '03 ind epend ence day, Oct. 28-a meeting at whic h his parents represented him , since Cesky had to return to classes . Cesky came to America to play juniorlevel hockey in Dubuqu e, Iowa. Augsburg coach Mike Schwartz recruited him to Augsburg , wher e he joined another Europ ean player, Slovakia n Martin Hlinka , who graduated and now serves as an Augsburg assistant coach. "He's probably the most exciting player in the league ," Schwartz said of the team 's top line center. "Every time he gets the puck , everybody sits at th e edge of their seats, waiting to see what he's going to do." An international business major, Cesky said he'd like to play professional hockey after he gradua tes from Augsburg , and then travel and explore the world . With the experience gained from his recent heroic efforts, Cesky has learne d about the fragility of life. ''You never know whats going to happ en ," Cesky said. "I used the Metro [subw ay] every day for my tran sportation , and l had to use it the next day [after the attack) . I was looking all around that station , seeing who was around me. I always thought this cou ld happ en in the United States , but not in Prague. Now, you never know." Don Stoner is sports information coordinator. Winter 2002-03 Chapeltalk Sent into the world as a mask of God November 20, 2002 • Text: John 17:14-19 I l was Jesus who said we are "sent into th e wo rld " (John 17: 18). I do n't think we have gras ped th e sign ificance o f his wo rds and th e idea th at our wo rk, our voca tion in th e wo rld is a way of servin g th e creator God . If we shou ld ask most Christians what th ey do to fulfill th eir calling th ey may say, "I teach Sun day schoo l, I sing in the choir, I have served many chur ch dinn ers." But have you ever heard someon e say, "I am called to be a schoo l bu s dri ver. God is concern ed abou t th e safety of his childr en ; I am called to be a teacher and do my best to help children grow to maturit y; I am called to be a lawye r concern ed about ju stice." The Chu rch is meant to be not a fortress to which we retreat, but a laun ching pad, thrustin g us int o th e wo rld . Lu th er understoo d the wo rds o f Jesus that we are sent int o th e wo rld . He writ es, "Wh at is our wo rk in field and garden , in tow n and house, in baul ing and in rulin g, to God , but the wo rk of his chi ldr en? Ou r wo rks are God's mask, behin d which IGodl remains h idd en , although !God] does all thin gs." A recem statement from th e Greek Orth odox Chu rch und erstand s th e wo rds o f Jesus. lt says , "All are called to be saim s, Ito be Chri stians !, but each person is called to do so in his or her own uniqu e way.... Some will wo rk prim arily in a physical way, oth ers will wo rk im ellectu ally. Some will be artists, sciemi sts, bu siness people, and pro fessionals .... In th e eyes of God none is beu er th an th e other is." Augsbur g College understand s th e wo rds of Jesus th at "we are sem im o th e wo rld ." In your promotion al litera tur e you say, "Augsbur g prepares futur e leaders to serve in th e wo rld ." ln your amazingly goo d docu mem , Augsburg 2004: Extending the Vi ion, you say, "A loving relations hip with God should be enacted as a lovin g relationship , ith th e wo rld . Augsbur g . does n ot turn its back on the wo rld ." And last wee k I heard your presidem speak Winter 2002-03 eloq uem ly in dow nt own Minneapolis about th ese ideas. But you do not simp ly talk abou t it; you sen d leaders imo the wo rld. You cou ld mee t Congressma n Manin Sabo '59, ELCA presiding bishop Mark Hanson '68 , or baske tball coac h Lute Olson '56 , recem ly indu cted into the Basketba ll Hall of Fame . Or , watch L.A. Laker Devean George '99; or Jenni Lilleda hl '87 , Brave New Workshop; or Mike Bodnarczuk '84 , Hollywoo d producer. If you go to a hu nd red or a thousand other places in the Twin Cities you ,viii find Augsburg gradu ates . And soo n you will be sent int o this wo rld , Class of 2003 or 2004 . It is a wo rld ,vith bri lliam accomp lishmen ts in techn ology, science, and medic ine . But it is also a very tro ubled wo rld . You who stud y political science and psychology and religion , will you br ing peace to th e wo rld or to your community? You who stu dy biology or chem istry, will you find a cure for Al OS or will you serve in a hospit al or other place o f healing? You who stu dy eco nomics and bu siness, will you br ing integ rity and j ust ice to the wo rld of bus iness or to your wo rkp lace? You may respo nd , "How can I make a di fference? I am a low ly freshman ," or an exhausted senior. Some two cent uries ago a liu le boy grew u p in England. He was frail and wea k ... . As a youn g boy he listened with rap t attention to a for mer slave trader, John Newto n , now a Chri stian who had renou nced slaver y and who wro te "Amazing Grace. " The name of the boy was William Wilberforce. This liul e boy grew up, and when he was a mere 24 years old or so he was one of th e most powe rful members of Parliam ent in England . He took his faith seriously. He strugg led with the idea that he should leave Parliam ent and em er some chur ch wo rk, per haps become a clergy. He came to th e conclus ion , pers uade d by many, even John Wesley, that he was sent int o the wo rld to serve God . . . For 20 James B. Hofrenning years he work ed in Parliamem to abo lish the slave trade . He wo rked anoth er 26 year s and slaver y itself was abolished in England and its colonies . Th ere was no civil war such as too k place in our count ry where 640 ,000 youn g men died . Wilb erforce chan ged a nation; he changed a cent ur y. He is buri ed in Westmin ster Abbey beside king s and qu eens. In th is wo rld you may not change a nation or a centur y, but you may change a city, or a neig hborho od , or your home. You may chang e a classroom , or a hospital, or a business . Your presence in thi s world , in thi s city, will mak e a difference because you are sent there as a mask of God. For your life in this world you will need many gifts. I will focus on only one, whi ch Jesus und ersco red wh en he said , "Behold I am sendin g you as sheep in th e mids t of wol ves, so be wise .. . " (Mauh ew 10 :16). We don't alwa ys recog nize wisdom as a Chri stian qu ality. ... So grow wi e here at Augsbur g as you prepar e to go into God's wo rld as a mask of God . You will mak e a difference. Dr.James B. Hofrenning is professor emeri tus of religion at Concordia College-Moorhead and is thefa ther-in-lawof Augsburg economics professor· Stella Hofrenning. A-UGSBURGNOW 7 THE MISSION IS . .. to provide cross-cultural education opport unities in orde r to foster critical analy sis of loca l and globa l cond itions so that personal and systemic change takes place leading to a more just and sustainable world. SINCE 1982 , Augsburg 's Center for G loba l Educat ion has been a national leader in providing cross-cultural travel programs, serving nearly 10,000 peop le. Now , as A merica ns are learning to live in a world of terrorism, they seek to understand more abo ut the cult ures, religio ns, and issues affecting ou r globa l society. WHERE 1n the WORLD will the center for global education take YOU? by Betsey Norgard Social work major Sally Nixon '01 visited a women's weaving cooperative as part of a faculty, staff , and student professional development seminar in Guatemala. 8 AUGSBURG NOW Students enjoy the serenity of the courtyard at the monastery in Tepotzlan, Mexico, an indigenous village near Cuernavaca. Winter 2002-03 AUGSBURG'S CENTERFOR GLOBAL EDUCATION(CGE) had just begun plan nin g for its 20th anniversary celebrati on when th e terrori sm of Sept emb er 11 left in its wake a great un certaint y about th e futur e of ime rn ational travel and stud y. Stud ent enrollm em s in CGE's stud y abroad cour ses th e following sprin g were und erstan dab ly down , since applica tions we re du e sho rtly after the attack . Since th en , however , int erest from institutions across th e countr y has grown so mu ch as to fill CGE's travel semin ar schedul e thi s year an d al leas t two of th e stud y abroad cour ses . Waitin g lists are in place, and CGE staff are wo rkin g on pro gra ms two and thr ee years ahead . Rather than ret reatin g from foreign travel, Americans have demon strated a desi re to learn more abo ut int ernation al cu lture s, religio ns, and issues. A recent publi c opi nion p oll by the American Coun cil on Education , measurin g auitud es about interna tional edu cation before and after Sep temb er 11, showe d that interes t in int ernation al issues has not only been sustain ed, but has actuall y increased in some areas , such as foreign languag e learnin g. In addition , CGE sta ff say th at college students increasingly expect stud y abroad opportu nities as pan o f th eir college edu cation , and take thi s int o consideration when makin g college choices . For Orva l Gingeric h , assoc iate dean for int ernationa l program s and dir ecto r of th e Center for Globa l Edu cation , all of thi s affirms the work th at CGE has don e for 20 years . In th e fall 2001 issue of th eir news leu er, Global News and Notes, he wro te of his "realization th at th e mission and pro gram of th e Cent er for Globa l Edu cation are even more sign ificant and pertin ent th an they were before the au ack ." What is need ed , he said , is for Americans lo respond to the Winter 2002-03 CGE director Orval Gingerich welcomes guests at CGE's 20th anniversary celebration . new war against terrori sm "from an informed and reaso ned perspective," rath er than blindl y responding in ways that lend to become more and mor e like th e terrori st actions being answered . LEARNING from and with PEOPLE Travel arranged by the Cent er for Globa l Education is not like tourist travel, but offers experie nces that encour age participants to become inform ed and engaged during th e trip as well as after returning home. "IL is learni ng from and with peop le, instead of look ing and enjoying ," Gingerich to ld the Augsb urg Echo in a December art icle. 600+ Participam s become immersed in local 9,00 0+ cultur e- they meet peopl e 200 in their communi ties, hear a variety of viewpoint s on issues affectin g th e local 513 commun ity, and reflect 78 abou t the impact on th e larger globa l commu nity. 26 After returning hom e, 177 the y are encouraged to share th eir experiences with oth ers and to beco me involved in issues of socia l ju Lice. Whil e most kind s o f travel o ffer a "macro" loo k al a count ry, look ing al it from out side in , Gingerich feels thi s is insufficient. Hearing from th e local peo ple themselves-th e hean of a CGE exp erience-pr esent s a "micro " view as well, looking from the inside out. Regina McGo ff, assoc iate dir ecto r of the Cent er for Global Education , has also received affirmation o f CGE's prog ram . Durin g school visits to the Pacific No nhw est last fall, one imerna tiona l edu cation admini strato r told her that CGE is exac tly th e kind of stu dy abroad they seek for their stud ents. "We're helping th eir stud ent s learn about real-world issues," said McGo ff. 'Th ey're not isolated on college campu ses , but th ey're geui ng to see th e world from a Im of differem perspectives. " CGE can p rovid e thi s kind of person al experience thr ough a wealt h o f reso urces at its branch campu ses and adjun ct facult y in Mexico , Guate mala, Nicaragu a, El Salvador, and amibia, as well as throu gh consult ant s and BY THE NUMBERS CGE-p lann ed trave l se m inars over 20 years Partic ipa nts in trave l sem inars ove r 20 years Col lege a nd universiti es for whom CG E has arranged semes ter pro grams abroad Participants in trave l semi nars, 200 1-0 2 Students on study abro ad pro grams, 2001-02 No . of CGE staff outsid e of the U.S. No. of peop le stud ying Spanish in CGE c lasses, 200 1-0 2 A-UGSBURG NOW 9 partnerships in other countri es. The thr ee residentia l centers in Cuern avaca, Mexico; Managua, Nicaragua ; and Windhoek, Namibia hous e up to 25 peop le each and are staffed by both Americans and local residents . These CGE staffers and the network of community resources , including local government officials, enab le CGE to develop the first-hand experie nces not normall y pan of touris t travel. CGE coordi nates three kinds of travel programs-semester study abroad for undergraduates , short-term travel seminars for adu lts and students , and customized travel. In all cases , meeting the people, their cu ltur es, and the conditi ons in which they live is primary . The conve rsation s become two-way, with resource people learning from the visitors. Spending a SEMESTERABROA D Six semester programs for und ergraduates send students to CGEs three centers. In lexico and Central America , courses focus on the roles of women , development, social change, and social and environm ental justice . In Nam ibia, the legacies of aparth eid and multicultural societies in transition are stud ied . In all courses , students have oppo rtunities for independent stud y and intern ship s. During their time abroad, stud ents visit bo th rur al and urb an areas to learn abou t local com munity issues . They spe nd time in homestays and hear from the people themselves about their issues, struggles , and the impa ct of globa lization in their lives. Spanish-langu age classes are includ ed in the Latin Amer ican programs . Shon-t erm credit courses, usua lly one- or two-weeks long during short terms or as alternative spring break options , enab le working adu lt students in Augsburg's Weekend College to also participate in cross-cultur al trave l (see next page) . This past year, Rochester Spanish instruc tor Jane Melton took a group of stude nts, most ly nur ses , to Mexico. "Eager 10 A-UGSBURG NOW to acquire language skills to en hance patient care ,"says Melton , the stude nts enjoyed daily Spanish classes and prac tice opportunities in the city. Travel for ACTION CGEs short-t erm travel seminars, usua lly one-to-three weeks , are organized around a stud y topic and are focused on stimul ating people to action . To date , more than 9 ,000 people from man y organizations across the U.S.-education al institutions , church es, professional groups , and human right s organizations-h ave participated in over 600 semin ars to 40 countri es. As man y of the se peop le share their experiences with chur ch and civic group s after returnin g hom e, the imp act is greatly multiplied . Ju st one week prior to the terrori st attacks-o n Sept. 3, 2001-an article in Jeni Falkman '02 made new friends in Cuernavaca, Mexico, with whom she could practice her Spanish lessons . destination , as well as practical trip planning information. They continue to receive materia ls upo n return ing home to help process and commu nicate their expe rience to others. During the 1980s and early 1990s , man y travel semin ars focused on confronting the issues of civil and religious wars in Cent ral America. Now, the focus shifts to the violence of economics, wrote Mavis Anderson, who led mo re than 75 travel seminars in her 19 years with CGE. In the spring 2002 issue of GlobalNews and Notes, she writes that globalization is creating bo rders that are no longer defined geogra phically, bu t in terms of power and wealth. Acting While in Guatemala studying development issues, Jared Zimmerman '02 took lessons in a dialect of the Mayan language. respo nsibly as globa l citizens requ ires greater un derstandi ng of issues Time magazine featu red "reality tours ," relating to social j ustice. travel that is aur acting increasing nu mbers In the 15th anniversary issue of of Americans who seek mor e than fun and GlobalPerspectives in 1997 , Dr. Darro ld sightseeing in their travels. Th e article Beekman , then bishop of the menti oned the Center for Global Southwestern District of the American Education as a travel provid er that Lut heran Churc h , reflected on the 1983 effectively links participants with political trip he took to Brazil and Centr al America issues and peo ple in the Third World . with other ALC bishops to stud y issues of Before emb arking on any CGE trip , poverty, hum an right s, and the wo rk of travelers receive orie ntation materia ls the chu rch in social change . He wro te, abo ut the history and po litics of their Winter 2002-03 A semester abroad in a wee k for WEEKEND STU DENTS by Bet se y Nor ga rd very winter since 1989 a group of 15 or so adult stud ents in Augsburgs Weekend College have traveled to Cuernavaca , Meidco, for a week . Not for the same fun-in-th e-sun vacation as man y of their co-wo rkers have enjoyed at that time of year, but to take a religion course, The Church and Social Change in Latin America. The vision of Rick Thoni, then Weekend College director and current director of the Augsburg Roch ester program , and Joel Mugge, director of the Center for Global Education , this course was designed to provide a study abroad opponunity for the increasing numb ers of stud ents in Weekend College- wo rking adu lts for whom the option of stud ying abroad for a semester was not possible. The course was designed as an au ractive option to fulfill Augsburgs requirement for a religion course . But, Thoni and Mugge knew that stud ents would also be deeply affected by the experience. "We knew the power of this kind of stud y opp onunit y, given our e>.-pe rience with day school stud ents and adult travel groups ," said Thoni. "We were pleased that the reactions of the first groups of students confirmed our belief that they would find this l)'Pe of travel/stud y expe rience 'transformin g'." The course begins on the Augsburg campu s with two or three orientation sessions , centering around the theme of liberation theology and how it has profoundly impacted the social and religious fabric of society in E Winter 2002-03 Each year a group of Augsburg's weekend adult students spends a week in Cuernavaca , Mexico completing a religion course a nd learning first-hand about Mexico 's culture-here, a lesson in Aztec history at the ruins of Xochicalco. Latin America. Stud ents also get general historical information and practical help with travel planning . Their Cuernavaca home for the week is Casa CEMAL, the Center for Global Education stud y center, permanent ly staffed by American and Mexican personn el. The week is carefully planned with lectures, ,~sits, e>.-p loration in the city, and time for both indi,~dua l and group reflection . Each day, local resource people lecture about history, politics, and social issues of Mexico and the region . Visits range from the Aztec ruins of Xochicalco to a Benedictine convent to hear the story of the Virgin of Guadalup e. In the indigenous ,~llage of Tepotzlan , stud ent s meet with memb ers of a wome ns coop erative that success fully thwarted efforts to usurp their cropl and s for a go lf course. Another day, the group meets with Cuernavaca city officials to hear very differing perspectiv es-in som e cases , oppo sing sides of issues already discussed. Much of the real imp act of th e trip comes from the personal stori es and the oppo rtuniti es to share in the lives of local residents . Students ,~sit a Base Chri stian Community meeting , one of man y small, neighb orhood groups that grew out of th e liberation th eology mo vemen t and give peop le opp ort uniti es to act in commun ity and voice th eir needs . The resources and experti se of th e CGE Mexico staff make it possib le for stud ents to visit ,vith people and mak e contacts that relate to their work back home . The January 2002 class, made up of 13 Weekend College students and five day stud ents, included five nur ses from Augsburgs Rochester program . While in Cuerna vaca, the nursing stud ents ,~sited local hospitals and learn ed about programs in alternative medicine. Oth er students , som e of whom work at large corporations in the Twin Cities, learned first-hand about business issues with local perspectives. While the goal of the trip is to increase cross-cultural und erstand ing, a benefit in this particular group was the opp ortunity for the mixed group of adu lt and day stud ents to get to know each oth er and share experiences, 5a)'S Jeni Falkman '02 , one of the day school participants and curr entl y the Lilly grant int ern at CGE. Du ring reflective sessions, th eir differing pers pectives of age and life experience contribut ed to different ways of und erstan ding the cultural issues. Ju st as Th oni and Mugge had kn own , stud ent s return deeply affected by th e expen ence. Rochester nur sing gradu ate Diane Fieseler wrot e, "l mu st say th at th e lexico trip greatly changed my life and expand ed my world view. It has changed th e way I ,~cw my own co mmunit y and has changed the way I ,~ew myself in th e communit y." Back hom e, wh en she began helpin g a migrant Hispanic wom an with medical care, Fieseler said , "From the IVl exico trip , I learn ed the imp ortance of religion and family and incorpor ated th ose aspects in my teachin g plan for th e woman." Its j ust like the wo rds stu dent s read from th eologian Jon Sobrin o, "Let the peopl e of Latin America keep movin g you wh en you return ." A UGSBURG NOW 11 Faculty members (L to R) Bev Stratton, relig ion , and Sharon Patten , social work , and others studied in Namibia last summer , taking time out here to meet in a W indhoek , Namibia , restaurant with CGE-Namibia staff Simon Afrikaaner and Urbanus Dax. "Sudde nly issues that had been prim arily political, ideological, or military in nature took on the shape of hum an faces that defied easy definitions and neat classification ." Tailored TRAVEL EXPERIENCES CGE can tailor travel for a panicular area of study, a particular purpose, or for a specific group. Stud y top ics range [rom human rights , chur ch , and social issues to the study of birds and environme ntal stewa rdship in Nicaragua . Several businesses , including a Rutland , Vt., manufacturing comp any, have offered company-paid , cross-cult ural experiences to their emp loyees to foster responsible globa l citizenship . An expanding oppo rtunit y for the Center for Global Education has been travel for faculty and staff developm ent . Last summer, Augsburg received a $55,0 00 Fulbright- Hays Group Projects Abroad 12 A-UGSBURGNOW Program grant to send 12 faculty from various academi c disciplines lo Nam ibia for a five-week stud y seminar. Namibia program coordinators Phoebe Milliken and Urbanus Dax were able to conn ect them with educa tiona l, religious, and governm ent leaders to learn how to integrat e in[orm ation about south ern African issues into their teaching at Augsburg. 'Th e people we met, the stories they told, and the informa tion they shared have become both anecdo tes and extend ed pieces in the cour ses of the seminar particip ants," said Bruce Reichenbach, Augsburg phil osop hy pro[essor and Namibia seminar project director. ''Without Phoebe's and Urbanus 's connections and persistent prodding , we wou ld never have reached the depth of understanding necessary to make a difference in our thinking and in ou r classes." Last fall, Gingerich and several o[ the faculty members presented their experiences to the Association [or Luth eran College Facu lty al their conference. Last year, CGE also worked with Seanle University to plan a developm ent imm ersion semin ar in Nicaragua for its presid ent, provost , and board of tru stees to help them exp lore the implementation of social j ustice issues throu ghout the college curriculum . CGE arranged for them to meet with faculty at Central American University, a sister Jesuit institution . Seattle University law professor Ronald Slye wrote, " ... I was initially a bit skeptical about the utility of participating in this trip . Thank you for ... showing to me (and the rest of our delegation ) that there is a way to do these trips that engages both the visitors and the residents of the country visited, and that creates the groundwork for shared understanding and commitment across two distinct , but inevitably intertwined , cultures ." LEARNING by seeing, hearing, and doing Joel Mugge, who came to Augsburg with expe rience in leading immersion programs [or youth in Mexico, founded the Center for Global Education in 1982 . Over the years, he led staff in developing the vision for a learning style in international experiential education that has become a national model. In CGE's pedagogy, based on the ed ucational principle s of Brazilian theologian and educator Paolo Freire, stud ents learn in a cycle of three phases . Initiall y, they have direct experience in the local commun ity, listening to the voices of people talking about their own experiences. Then , informed by readings and analytical material s, the y re0ect on what they saw, heard , and experienced. Participants in a Center for Global Education travel seminar hiked and boated through Nicaragua while learning about environmental stewardship. Winter 2002-03 Lastly, together with the travel group , issues are discussed and reactions shared , informing each other about different perceptions and form ulating actions to carry fonh . In this kind of learning communit y, faculty and stud ents are co-learners. Life-changing EXPERIENCE Unlik e th e observational natur e of touri st travel, th e direct experience of a CGE travel pro gram leaves few people un affected or unch ange d . CGE frequ ent ly receives comm ent s sim ilar to th e stud ent who wrote, 'Thi s program represent s a turnin g point in my life. Th e people we met and th e experien ces we had all combin ed to create a change wit hin me that I cou ldn 't have antic ipated and I'm not willing 10 forget. " The numb er o f people invo lved in CGE pro gra ms is significant. Since 1982 , more than 9 ,000 peop le have participat ed in the 600 -plu s CGE semin ars Lo 40 countries , and more than 1,000 stud ent s have particip ated in stud y abro ad semesters. A national LEADER lts ironic that while the Cent er for Global Education is widely recognized as a national leader in internation al ex'])erienlial educat ion , it remains somewhat of a wellkept secret on Augsburgs campu s. Gingerich , who came Lo Augsburg in 2001 from Eastern Menn onite University in Harri sonburg , Va., mention s himself as a good examp le of someone who was not familiar with Augsburg College, but who knew and highly respected the wo rk of the Center for Global Education . CGE staff, includin g the adjun ct faculty in the three centers abroad , are freque nt speakers and resou rces al national con ferences on cross-cultural communication and internation al exper ientia l edu cation . In the 2001-02 academic year, seven CGE staff members mad e 18 presentations at conferences and Winter 2002-03 events for international and expe riential edu cation organizations , Lutheran chur ch conferences, faculty wo rkshops, and meetings of Latin American edu cation leaders. In some cases, Lheir task has been to convi nce un iversity officials th at rigorous CGE staff member Adrienne Kaufmann (second from left) and meanin gful stud y explains CGE programs at their 20th anniversary celebration . ab road experience can be highly expe riential trave led to Atlan ta last year to brief Jimmy and do es not have to be campus- based. To Caner prior to th e de legatio n he led to that end , CGE hosted a trip for members of Cuba in April. Whi le they were in NAFSA, the professio nal organization for Havana , CGE staff person Janeen international edu cators, for them to McAllister joined them al an event al the ex'Perience first-hand CGEs expe riential Manin Luther King Center. learnin g mode l. As program s and destination s are CGE'S third decade added , the curricu lum may change, but the fundamental miss ion of CGE remains the same. Augsburg stud ent Nat Jungerberg , who studied in Cuernavaca, Mexico, expressed it succinct ly in an article he wrote for Augsburg Echo: "Everything mailers, from whom I vote for Lo represent me to where I spend my dollar. It's much easier to be cynical and say, 'What I do do esn't matter ,' but its far more respon sible to become a globa l citizen and acLlike it does ." For information about the Center for Globa l Education , go to <www.augsburg. edu/g lobaled>, call 1-800-299-8889 , or e-mail <globaled@augsburg .edu> . • As it begins its third decade , Gingerich says that the Center for Globa l Educations progr am is squ arely in line with Augsburg College's vision to provide a transformative edu cation , based on a sense o f vocation , in a diverse camp us comm unit y. CGEs pan of that vision includes sponso ring courses und er the Lilly grant "Ex'Plorin g Our Gifts" that infuse reflection on vocation as part of the curriculum for stud y and travel abroad. It also includes integration of CGE courses into the new Augsbur g Core Curricu lum being implemented in the next academic year. Recent additi ons to CGEs program s have included several travel seminars and shon-t erm cou rses in Cuba , an area now accessible to Americans for educationa l purp oses. Last year four travel seminars studi ed aspects of Cub an society and social issues, with programming help from the Manin Luther King Memorial Center in Havana. Former CGE staffer Mavis Anderson, who no w work s for the Augsburg students Sara Thedinga '01 and Kellen Latin American Working Group on Bredesen '03 studied social and political issues in Cub a Policy in Washington , D.C., Cuba for a journalism class in spring 2001 . A-UGSBURGNOW 13 OJIBWE LAKOTA CREE SIOUX CHIPPEWA MENOMINEE ONEIDA SAC AMERICAN INDIANSTUDENT SERVICES 25YEARS CELEBRATES by Dan Jorgensen n her drea ms Cindy Peterson sees the creation of an American Indian Center at Augsburg College. It wou ld be a place for both Augsburg stude nts and the broader Native American communit y to come togethe r to learn , to share, and to find new and exciting ways to provide mu ch-needed outreach services to the Indi an communit y. "A few years ago, College officials were contacted by someone who said they were giving the American Ind ian Stud ent Services Program (AISSP) $ 11 million ," Peterson , wh o is dir ector of the program , comm ented wistfully. "The offer turn ed out to be a hoax, bu t it gave me some time to do some 'fantasy dre amin g,' and in th at dream was the creation of th is American Ind ian Center- a stru ctur e or space that wou ld I 14 ,4 UGSBURG NOW accomm odate AISSP, American Indian Stud ies, and serve as a meeting space . Of cour se, there also would be additi onal staff includin g a full-tim e recruit er and a full-time adm inistrative assistant ," she added with a smile. The personne l issue, in fact, might be even more imp ortant than the center, Peterson pointed out , in Augsburg partners with Minneapolis and St. Paul schools terms of help ing her to encourage American Indian students to become progra m grow beyo nd teachers . Pictured is Greg Barrett '01, who teaches third where it has been and is grade at Mounds Park Elementary School. today- the longest-running progra m of its kind in the grant s that have now brought it to the upp er Midwest and one of ju st a few point where a full-blown American Indian headqu artered at a private college. Studi es maj or will be imp lemented in the Du ring these 25 years , Augsbur g has coming year. The maj or is ju st the latest bee n fortunate to have the pro gram step in wh at has been a 25-year series of operate und er j ust two directorssuccesses, includin g a thr ee-year grant Bonn ie Wallace, who serve d from the from the Joyce Found ation to make found ing in 1978 until 1996 , and Augsbur g's th e on ly end owed American Peterson , who was Wallace's Indi an Stud ent Services Program in the assistant for nearly 10 five-state region . years before In 1990 , an American Indi an Studi es succeedin g her minor was imp lement ed- "a hu ge when Wallace left to attra ction for both native and non-n ative return to a position at stud ents alike," Peterson said . And , th e Fond du Lac Augsbu rg is the only private college in Reservation in north ern Minnesota. Minnesota to be designated an official "This progra m has had Minn esota Teacher Training Partner, success, I believe, because of that offering grants and loans to Native stability,'' Peterson said . "Stability, American stud ents interested in becoming consistency, and continuit y, along teachers. with scholarship and grant supp ort, Th e in-th e-classroom leadership for have been the keys." American Indi an Studi es is dir ected by Found ed by a grant from Eric Buffalohead , a memb er of the Ponca Honeywe ll, the progra m has been on the Tribe wh o wro te his Ph.D. dissertation on receiving end of co rporate and found ation .......... Winter 2002-03 AUGSBURG COLLEGE .A-UGSBURG C O L L E G E 2 0 0 1 - 2 0 0 2 INVESTING TODAY IN THE LEADERS OF TOMORROW A ugsburg's Maroon & Silver Society was launch ed to offer special leadership opport unit ies for Augsburg alumni and ..!1.fri ends to extend help to current student s. Maroon & Silver Society members are individuals and organization s who are committed to a special level of generosity. These donor s pledge to spon sor an Augsburg scholarship for four years, with gifts ranging from $1,000 to more than $ 10,000 per year. We gratefully acknow ledge those listed below for their generous annual gifts that are essential in attracting and retaining the broadest range of out standing stud ents. Gifts can be made annually, quarterl y, or monthl y. Donna McLean, Director of The Augsburg Fund • 612-330- 1179 or 1-800- 273- 061 7 • mclean@augsburg .edu MEMBERSOF THE MAROON & SILVERSOCIETY(AS OF DECEMBER2002) Richard & Mary Adamson• Edward & Margaret Al~ rg• Paul '50 & Pearl Almqui st' Bruce '60 & Joann Eliason '62 Amund son• Charles & Ca therine Anderson' Daniel '65 & Alice And erson• Deloris Anderson '56' Leif And erson O scar '38 & Leola Anderson• William '86 & Kelly Anders on• Scott Ande rson '76 & Lisa Bailey" Brian And erson '8 1 & Leeann Rock '81 ' I. Shelby Gim se Andr ess '56' Augsburg Associates• Dorothy Bailey" Stanley Baker '57' Mary Quanbeck '77 & Loren Barber' Elizabeth Anne '82 & Warren Bartt• Vera Th orson Benzel '45" Sidney '57 & Lola Lindstro m '50 Berg' Inez Schey '77 & John Bergqui st' David '68 & Lynn Boe Kevin Bond erud 7 9• Heidi Breen· James & Sharon Pautz '82 Carey Darryl Car ter '65 H arlan Christianson '57' Richard '74 & Nancy Co lvin• Paul '79 & Sally H ough '79 Daniels' Susan John son Drakuli c '79 Darrell & Helga Egertson Daniel '77 & Patricia Eitrheim• Marie Eitrheim '85.. Joel and Mary Ann Elftmann· Tracy Elftm ann '81' Avis Ellingrod • L. C raig '79 & Th eresa Serbus '79 Estrem John Evans '82 & Joan Molin e '83 Paul '65 & Priscilla Strecker '65 Fieldhamm er' Jerome '37 & Wi nifred Helland '37 Formo• W tlliam & Ann e Frame• Michael & Terry Freeman• Andr ew Fried •93• Laurie Fyksen '80 & Willi am Beise• Alexand er '90 & Simone Johnson G onzalez• Michael '7 1 & Ann Goo d• Raymond '57 & Jan G rind e• Fern Hanson Gudmestad '4 1" Susan G utkn echt '97 No rm an & Evangeline Hagfors• James & Kathleen Haglund• D avid Halaas '76 Th omas '66 & Wand a Wagner '65 Han son• Beverly & Roe Haden• Christop her Haug '79 & Karl Starr" Lee '85 and Lisa Svac '85 Hawks· Gracc Forss '57 & Douglas Herr• Donald '39 & Phyllis Holm· Kenneth '74 & Linda Bailey '74 Holm en ' Richard & Carol Holy" Donald Hoseth '65• Allen & Jean Housh• Pearl H usby" Mary & Ton y Jacobson Sandra & Richard Jacobson' Jeffrey '80 & Jacqui Jam es Helen Joh nson• James John son & Maxine ls<iacs• Kinney Johnson '65' Heather John ston '92 and Jason Koch '93' Ruth John son '74 & Philip Quan beck, II' Dan & Susan Jorge nsen• Jennifer Abeln '78 & Larry Kahlow" Cheri H ot.rad '85 & Thomas Kamp' Muriel Kappler• Stanley & Edith Katz' Ch ristop her& Liz Ki,mball" Richard '69 & Chery l Nelson '70 King' Susan Klaseus· John & Dianne Knight " Dean & Susan Kopperud · Joanne Stiles '58 & David Laird• David & Caryl Larson• Harris '57 & Maryon lee" Gloria & Craig Lewis" Jacquelin e Kniefel Lind '69 '94 MAL" Jennif er & Richard Martin' Terry Marquardt '98 & Gary Donahue• Donn a Mclean' Tara Cesaretti '97 & Christopher '00 McLeod G erard & Anne MeistreURobert '70 & Sue Midn ess• Paul '70 & Barbara Durkee '71 Mikelson• Mark '79 & Pamela Hanson '79 Moks nes• Rob & Taylor Moor• Thom as & Rainy Morgan• Paul '84 & Nancy Mackey '85 Mueller• Jeanne Narum• Christoph er '83 Nelson & Lisa Schroeder" G loria Burnrvedt Nelson '43' Jul ie Nelson '83' Ronald '68 & Mary Kay Nelson• Margaret Nelson Foss Nol<leberg '48' Roselyn Nord aune '77• Norm '85 & Kim Asleson '84 Okerstrom• Kim O lmsted Orville '52 & Yvonne Bagley '52 O lson Donald '53 & Beverly Halling '55 O ren• 2 Robert & Ruth Ann Paulson • Ronald & Arlycc Peltier" Gerald '39 & Bernice Person· Thomas Peterson '70" Karin Peterson-• Sandra Simpson Phaup '64 Wayne & Joan Popham Philip '50 & Dora Frojen '49 Q uanbeck" Mark '53 & Jean Raabe" Stella Kyllo Rosenquist '64• Alice Dahl '87 & James Roth Dougl as '84 & Patry Ruth Curtis & Marian Sampson.. Audrey Nagel Sander '51• Robert & Marianne Sander" Ruth Schmid t '52" Jol\n Schwartt '67" Caro l Schweize r '50• Jam es & Eva Seed" Richard '70 & Linda Seime Frankie & Joie Shackelford Patrick Sheehy & Wendy O 'Leary" Wesley '58 & Caro l Ann Sideen Philip Sidney '63" Arnie '48 & Caro l Skaar• Glen & Anna Skovholr" Joyce Engstrom '70 & Robert Spector• Todd Steenson '89 & Gina M . Steele· Wtlliam '64 & Sara Halvorson '63 Strom• Gladys Boxrud Strommen '48 Robert '74 and Andrea John son '75 Stro mm en Philip '79 & Julia Davis '79 Scyrlund• Dean '8 1 & Amy Sundqui st• Ronald Swanson '69* Jeffrey Swenson '79" Mic hael & Debb ie Szymanczyk• Gary '80 & Deanna Tangwal l" P. Dawn Heil '78 & Jack Taylor" Jean Taylor '85 & Roger G riffith '84• Richard & Linda Thoni' Gordon '52 & Gloria Parizek '53 Thorpe• Kathryn & Jack Tunheim• Betry Wade· No rman '75 & Kathryn Anderson '76 Wah]• Co lleen Kay Watson '9 1 MAL & Mary McDougall• Lois Wanman '76 & Doug Shaw· KurtWehrmann'90• John '49 & Arnhild Werker" Gun nar & Mary Wick" Anne Holmberg '80 & John Wilson• .. Indicates Charter Member DEAR ALUMNI AND FRIENDS OF AUGSBURGCOLLEGE: In th ese opening years of th e new millennium , Augsbur g Co llege faces man y excitin g and significant opport uniti es to advance the image we pain ted for our selves in Augsburg 2 00 4: Extendin g the Vision. Ca pit alizing on th ese will expand our enrollment- and chat will requir e growt h in our en dowm ent, in th e availability of schol arship s, and in che co ntinuing imp roveme nt of our instruction al facilities. W hile many inscirution s are questionin g the relevance of their traditi onal commiunents, Augsburg Co Uege has revitalized its identity as a chur ch-related co llege and has deepened its dedi cation to che leadin g prin ciples of ics founding. For exam ple, our faculty enthu siast ically adopted chis past fall a co re general edu cation pro gram chat is shaped by Mart in Luther 's idea of vocatio n. Built into the curri culum is explor ation of th e centr al qu estion s of C hr istia n faith , search for meanin g, and experient ial as well as theoreti c lear nin g in th e cont ext of th e d iverse co mmunity around us. In additi on to improvin g our curri culum , Augsb urg is empl oying a new commitm ent to hospitality to make the campus co mmuni ty mor e welcomin g, especially to co mmutin g stud ents in Weeke nd Co llege and ocher prog rams. In a brightly refurbished main lobby of C hristen sen Center we can now be greeted at an inform ation cente r, gathe r over coffee within easy reach of com puter s and printers , and enjoy art in a dramatic , new gallery. You played the de cisive role in anot her notewo rth y Augsbur g accom plishment. Durin g this past fiscal year, ending May 3 1, 2002, we exceeded our goa l for gifts to T he Augsburg Fund. T he significance of d1e $804, 000 in unr estr icted gifts co ntribut ed by alu mni , parencs, friends , and co rporate and found ation partner s is best revealed by the fact d1at we were receiving less than $200 ,000 of such fund s when Ann e and I came to Augsbur g in 199 7 . A great deal of this growt h has come from new memb ers of our Maroon & Silver Society, who are instrum ental in providin g finan cial aid to cur rent stud ent s. Wit h your co ntinuin g help, we will expect co proclaim thi s um mer that we exceeded our curr ent goa l of $ 1 millio n for T he Augsburg Fund! Finally, last year we received th e largest foundation gift in our history-$2 million from th e Lilly Found ation co be used over five years to bro aden the role of C hri stian vocat ion in both our curri cu lar and extra-curricul ar life, and to deepen che interest of our scudencs in che clerical prof ession s. Already, che grant has encouraged research , chin king, an d pub licat ions among co lleagues chat are attr acting national att enti o n to th e Co llege from che edu cation ind ustry and from the hur ch. Even amid st a year th at saw turmoil in d1e world and che economy , we celebrate th e thousa nd of you who graced us with your gifts. They make it possible for talent ed stud ent s to atte nd and share in the Augsburg vision of a tran form ative ed ucation in the con texts of th e C hristia n faith , th e city, and int ention al d iversity. T hank yo u for your co nfid ence in and enco uragement of Augsburg Wi lliam V. Frame President ollege. THE AUGSBURG COLLEGE REPORT FINANCIAL 200 1-2 002 OPERATING BUDGET $44,153,708 • • • • • • Monies in the operating budget fund the overall work of the College, from faculty and staff salaries to student financial aid to paying the utilitie s bill. The operating budget keeps the College up and runnin g, and is support ed in part by und esignated gifts to The Augsburg Fund. Tuiti on & Fees 74% Other Source 7% Board 5% Room9 % Private Gifts 4% Government Grants 1% 2001-2 002 REVENUES 200 1- 2002 PLANT ASSETS (Net) $50 ,3 59,327 The College continu es to addr ess the deferred maintenan ce issues in relation to • • • • • • its camp us infrastructure . Master planning work for capital expansion remai ns focused on the Co llege priority for a new science stru cture. Salary & Benefits 48% O ther 17% Financial A id 19% Utiliti es 4% Equipment & Capit al Impro vement 4% Student Salary 3% Debt Service 5% 200 1-2 002 EXPEN DITURES 200 1-2 002 ENDOWMENT Ma rket Value : $22 ,762 ,074 A strong endowm ent ensures Augsburg 's future strength and growth . The interest and investm ent income on th e endo wment principal provide needed funding for student financial aid. 111 1993 1994 1995 1996 1997 1998 1999 EN DO WMEN T ASSETS May 3 1, 2001- May 3 1, 2002 2000 2001 2002 LIFETIMEGIVING Thefallo111ing societies recog nize al11111ni andjiiends of Leland and Louise Sundec Helen Sverdrup+ A11gsb11r;g 111ho havegenero11s!J given a 111ini11111111 of Johan Sverdrup+ ·25,000 to the Colle ge over a lifetime. LEGACY SOC IETY Cumul ative g ifts of $500,000 or more Earl and Doris Bakken Richard '7 4 and Nancy Co lvin Julian•30+ and June+ Foss James and Kathleen Haglund Edwin and Barbara Gage Orville '36+ and Gerrrud e Lund '3 6 Hognand er Kinney Johnson '65 Ed and Phyllis+ Kavli E. Milton '46 and Dorothy Lijsing '4r Kleven James '46 and Jean• Lindell Clair '46+ and Gladys Boxrud '46 Srromm en 1869 SOC IETY Cumu lative gi fts of SI00,000-499,999 Charles and Catherine Anderson C.A. L.+ and Esther J. E. + And erson Leona Radman Anth olz '4 1 Luth er •29 + and Clarene Jorenby •29+ Arnold Earl and Doris Bakken Paul '63 and LaVonne O lson '63 Batalden Sidney '57 and Lola Lidstrom '50 Berg Ca rl Blegen• Jack and Joyce Boss Rodney and Barbara Burwell Darrell '55 and Helga Egertson Raymond Erickson '50+ Malcolm Esrrem+ Clara Evju Philip and Lavonne Fandrei Jerry and Jean Foss Paul •42 + and Maxine Fridlund Raymond '57 and Janice G rind e Michael '7 1 and Ann Goo d Phillip Gro nseth '57 Franklinand Carolyn Groves Norman and Evangeline Hagfors Donald Hennin gs Don ald '39 and Phyllis Holm Allen and Jean Housh Leste r Hove rsten+ James Johnson and Maxine lsaacs Roy Krohn Arne '49 and Jean '52 Markl and Larry and Marie McNe ff Hoyt '39 and Lucille Messerer William and tephanie Naegele Richard and Barbara Tj ornh om '54 Nelson Ida Nelson• Marth a Nyland er• Donald '5 3 and Beverly Halling '55 Or en John and No rma Paulson Robe rt '50 and Ruth Paulson Harvey '52 and Joanne Varner '52 Peterson Addison and Cynthia Piper urtis and Marian Samp so n James and Eva Seed Glen and Ann a Skovholt Paul+ and Lorene+ Steen Genevieve Stelberg+ Co nrad uncle •15+ Jean Taylor '85 and Roger G riffith '84 Andrew Urness+ Elsie Wi ldun g• John and Eleanor Yackel BENEFACTORS Cumul a tive g ifts of $25,000-99 ,999 Craig Alexander and Roberta Kagin Ernest and Helen Alne Harcvig Anderson+ Oscar '30 and Leola Anderson I. Shelby G imse Andress ' 56 Ted and Ruth Arneson Luther •29+ and Clarette Jorenby •29+ Arnold Kennet11+and Dorocl1y Bailey Ada Bakken• Bercl1a Johanson '28 Hagen+ W illiam Biese and Laurie Fyksen-Biese '80 Zane and Barbara Kleven Birky Roy '50 and Ardis Bogen Donald and Nancy Bloomfield '63+ Bottemiller Ca rl '59 and Kathy Aaker '62 Casperson Dr. Herbert '54 and Corinne Chilstrom Fricjof Christensen '28+ James+ and Esther+ Crabtree Mrs . O scar DeVold+ Joel and Mary Ann Elftman n Tracy Elftmann '8 1 Amy Erickson Edna Erickson '42 Jerome '37 and Win ifred Helland '37 Formo Emil Fossan •30+ \'(lilliam and Anne Frame O laf Gaastjon + Donald and Irene Grangaard H . T heodore '76 and Michele G rindal Richard and Mabeth '58 Gyllsrrom Florence Haasarud+ John Hanson+ Mark and hirley Hanson Reuel+ and Margaret+Harmon Roe and Beverly H aden Lawrence and Lois Hauge Anna Mae Hayden Loren Henderson Douglas and Grace Forss '57 Herr Thelm a Leeland '32 Hess• Allen '64 and Lenice Hoversten Chester '60 and Clenora Hoversten hester and Bernice Hoversten Garfield Hoversten '50 Vincent 'SOand Marjorie Hoversten Joseph Hsieh '6 1 O scar and Pearl Husby Richard and G lenda Huston Alfred Iversen Richard and Sandra Jacobson Einor and MaryJohnson Eric Johnson H elen John son John Johnson Ruth Johnson '74 Ruth John son '27' Bruce and Maren Kleven David and Barbara Kleven Lowell '54 and Janice Kleven Norma Knutson+ Dean and Susan Kopperud Mildred Krohn Dean '62 and Barbara Beglinger '63 Larson Philip and Diane K.J even Larson Harris '57 and Maryon Lee 0. Herbert and Ilene Lindquist Alph amae Halverson Lofgren '3 1+ Larry Lokken '60 and Claudia Sabin Th eodo r Menzel+ Else Michaelsen '3 I + Robert '7 0 and Sue Mid ness Spencer '66 and Gay John son '66 Minea r Alan Moncgomery and Janet Karvonen Joel and Jeanne Mugge Mildred Nelson '52 Ronald '68 and Mar y Kay Nelson Sylvia Nelson '34 Harold and Louise Nielsen Edith No rberg• Robert '5 1 and Caro lyn Ode gard R. Luther '56 and Bobbie+ Ol son Don ald and Dagny Padilla Isabelle Park Trust Gerald '39 and Bernice Person G len Person '47 Oliver and Jeannette Peterson Thomas Peterson '70 Roger Pulkrabek Marrin •29+ and Escher+ Quanbeck Philip '50 and Dora Frojen '49 Quanb eck Luther Rodvik '5 1 Olive Ronholm '47 Mathilda Sageng '3 1 C lara E. Sand ers• Ruth Schmidt '52 Kenneth Schmit '38+ Morris Schonensrein William and Marilee '65 Schroede r Lyall and Inez Ol son '59 Schwarikopf Rosemary Shafer Agnes Siverson+ Mathias Slerca• Borger Solberg Paul ' 2 and Evelyn Sonnack Stanley and Betty Srake Roger '54 and Bonnie Stockmo Odin Storien •2g+ Merton '42 and Irene Huglen '43 Strommen Jack and P. Dawn Heil '78 Taylor \'(lilliam and Donna Teeter L. Berniece Thompson+ Richard and Linda T honi John Thu,+ Roy '24 and Jeanette Tollefson Joel '38 and Frances Torstenson James Touh y Joan Volz '68 John '49 and Arnhild Werker Richard and Olive Ni lsen '5 1 Zo ller + Deceased PLANNED GIVING HERJTAGE SOCIETY The A 11 gsb11r g CollegeHeritage Society recognizes thosewhohave arrangeda deferredgiftfar the College thro11gh a heq11est, lift i11s11 ra11 cepoliC)Ia111111 iry agreement,or a charitabletmsf. Thesetho11ghtf11/ gifts extends11ppo 1t loge11e ratio11s of f11t11re st11d ents. Harold '47 & Lois Black '47 Ahlborn Ernest & Helen Alne C harles & Cat herine Anderson Daniel W. '6 5 & Alice Anderson E. \X/illiam Anderson Ernest '37 & Margaret Anderson Esther Anderson+ Gary & Mary Anderson Oscar '38 & Leola Anderson \X/illiam '86 & Kelly Anderson James '5 1+ & I. helby Gimse '56 And ress Vince nt Andrews •50+ BeccyArnold Luther •29+ ClarccceJorenby •29+ Arno ld Oscar+ & Dorothy Austad Dorot hy A. Bailey Earl & Doris Bakken Andrew '50 & Barbara Kolden '50 Balerud Loren & Mary Qu anbeck '77 Barber Gladys Pederson '25 Barnes Elizabeth '82 & Warren Barn Abner '35 & Marth a Baralden Thomas '56 & Bernie Benson Sidney '57 & Lola Lidstrom '50 Berg Birgit Birkeland '58 Anne Blegen Estate Kendra Bonderud '78 & Kenneth Parsons Richard & Nancy Borstad Donald & Nancy Bloomfield '63+ Bottemiller Gerhard '46 and Doris Frojen '5 1 Brecheim J. Bernhard '48 & Hildur Anderson '43 Bretheim Nancy G . Brown-Koeller '74 Jeroy '48 & Lorraine Car lson Harold Caspersen '42+ Herbert '54 & Co rinn e Chilscrom FricjofChristensen '28+ Judith Christensen L. Gracia Christensen Geo rge '72 & Janet Dahlman Daniel & A. Caro lyn Benson '7 1 Dauner Dallas '64 & Sharon Day Richard '55 & Audrey Dronen Beverly Durk ee Ruben '45 & Thel ma Egeberg Tracy Elfcmann '8 1 C larence '35 + & Tho ra Eliason Avis Ellingrod Casper & T helma '39 Embe rson Denise Engebretson '82 Loren '46+ & Edna Kastner '42 Ericksen Raymond Erickson •50+ John Evans '82 & Joan Moline '83 Kenneth Svendsen '7 8 & Allison Everett '78 Norman & Rachel Ferguson Maud Forberg Jerome '37 & Winifred Helland '37 Formo Julian •30+ & June+ Foss Ardella Fossum+ William & Anne Frame Terry J. Frovik '67 Leola Dyrud Furman '6 I Chuck Gabrielson '77' Harry & Mabel Storm •25+ Garlock Clayton Gjerde+ Donald+ & Irene Grangaard Joan L. Griffin Gracia Grindal '65 H . Theodor e '76 & Michele Grindal Raymond '57 & Janice Grinde Phillip Gronseth ' 55 Florence Haasarud+ Ruth Johnson '27 Escace Ruth E. John son '74 & Philip A. Quanbeck II Kenneth & Carmen Jones Larry & Jennifer Abeln '78 Kahlow Mary Kinglsey Ruth Kislingbury Gloria Gran t '57 & Arthu r Knoblauch No rman & Gwen Johnson '58 Krapf Roy Krohn + Lois Kvamme+ Obert Landsverk •45+ LaJune Th omas '68 Lange David Lanl<lnen '88 Marjorie M. Lanl<lnen Ernest Larson •30+ Luther '52 & Jan ice Bremseth '55 Larson Alan & Dorothy Lee Harris ' 57 & Maryon Lee Clayton & Virginia Lefevere Ella Lindberg James '46 & jean+ Lindell 0 . Herbert & Ilene Lindquist MarionLiska Bertha Joha nson '28 & Kristofer Hagen '29 Estate Gary '7 1 & Dallas Ahrens '69+ Hagen Alpharnae Halverson '3 I Lofgren+ James & Kathy Haglund David Halaas '76 Arne '49 & Jean Swanson '52 Markland Ronald & Donn a Manhias Theodo r Menze(+ Janet Olson '79 Halaas Edward & Shirley Hansen Ernest & Anna Hovland '58 Hanson Cynthi a Hanson '66 Mark '68 & lone Agrimson '68 Hanson Charles & BeccyJohnson '58 Hass Lawrence & Lois Hauge Loren & Helen Mohn '42+ Henderson Robert '55 & Karin Herman Mrs. Otto E. Hjelle Sigvald '4 I & Helen Hjelmel and Orville '36+ & Gertrude Lund '36 Hognander Kenn eth '74 & Linda Bailey '74 Holmen Everett '57 & Ethel Hole John Hoium Allen & Jean Housh Ruth S. Hovden C hester '60 & C lenora Hovemen Mr. & Mrs. Clarence Hoversten Garfield Hoversten '50 Lorna '62 Hoversten Robert H ove rsten Thom as '56 & Loretra Hoversten Richard & Sandra Jacobson Morri s & Beverly Jespersen Anna Johnson+ Helen John son Jerry & Bonita Johnson Kinney John son '65 Mark '54 & Thelma Johnson 6 Daniel '65 & MaryTt ldahl '61 Meyers Mark '79 & Pamela Hanson '79 Moksnes Caro l Brande '67 Mork Van & Mike Mueller Geo rge L. Nelsen Richard & Barbara Tjornhom '54 Nelson Grace Peterso n '33 Ne lson+ Kenneth & Vera Nelson Mild red Nelson '52 Robert '97 & Rose Nelson Robert '66 & Rose Ann Nelson Roger '52 & Marilyn Nelson Roselyn Nordaun e '77 Estelle Nordine+ James '57 & Shirley Norman Glenn & Ann Nycklemoe Jonathan Nye '72 & Wendy Worner Northfeh Terry '70 & Vicki Nygaard Marth a Nylander Estate Marvin Ny strom H . Arlan Ofredah l '64 Norm '85 & Kim Asleson '84 Okerscrom Evelyn Olson+ Gordon '63 & Janice O lson R. Luther O lson "56 Orville '52 & Yvon ne Bagley '52 Olson Donald '53 & Beverly Halling '55 Ore n Kenneth & Lillian Ysteboe '5 1 Ose Ervin '56 & Sylvia Overlund Do nald+ & Dagny+ Padilla Robert ' 50 & Ruth Paulson Richard l'auc, '37 Harvey '52 & Joanne Varner '52 Peterson Douglas & Joyce Anderson '65 l' fu/f T helma Schroeder '38 Preusee+ Roy Q uam '3 I + Marcin •29+ & Esd1er+ Q uanbeck Nancy Joubert '63 Raymond Barbara Rodvik Frances Roller O live Ro nho lm '47 Donald '38 & Bo rghild Ronnin g Aud rey Nagel '5 1 Sand er Robert & Marianne Sander Leland '35 & Pauline Sateren Ruth chm idt ' 52 Kenneth Schmit '3g+ Roger '62 & Jean Schwarn Rosemary Shafer Dorothy Sward+ Gary ' 80 & Deanna Tangwall Patr ick D . heehy & Wendy M . O ' Leary O liver '36+ & Elisabeth T hompso n Sidney Rod ney Sill '82 Arnold '48 & Ca rol Skaar James Smith '94 Russel '50 & Virginia Smi th Evelyn Amu ndson '43 Sonnack Dorrie Sorenson+ Robert & Joyce Engm o m '7 0 Spector Steven & Naomi Christensen '8 1 Scaruch John '4 6 & Esther teen Paul+ & Lo rene+ Steen Odin Storien '2g+ Jack & P. Dawn Heil '78 Taylor John Thu ,+ Jeanette Tollefson '24 Joel '38 & Frances Torscenson Kenneth '26+ & Ovedcia Torvik John & Marcia Thompson '78 Turcone Morris '5 1 & Bonnie Bieri '54 Vaagcnes Mark ' 83 & Beth Voelker Norman '75 & Kathryn And erson '76 Wahl T homas ' 57 and Barbara Warme Co lleen Watso n '9 1 & Mary McDougall Do ug Shaw & Lois Wm man '76 Donald ' 89 & Melind a Mattox '9 1 Wichm ann Merton '42 & A. Irene Huglen '43 Strommen Peder '49 & Alice Berg '5 1 Wilcox C lair '46 + & G ladys Boxrud '4 6 Strom men Woodrow Wilson ' 53 Johan Sverdrup Darrell & Lauralee Howe '63 Zen k ANNUAL GIVING (Gifts received Jun e 1, 2001 to May 3 1, 2002) Alumni Giving by ClassYear CLASS OF '26 Number of Alumni: I Total Amou nt of G ifts: $2585. 00 Participation: I00% $2,500 -$4 ,999 Kenneth Torvik+ C LASS OF '34 N um ber o f Alum ni : 17 Tora ! Am ount of Gif ts: $33 0.00 Participation: 18% G ifts up to $ 119 Cl ifford Johnso n Gifts o f $ I 0,000 o r More Jessie M . Christensen Escace C LASS OF '35 N umb er o f Alumn i: 12 Total Amount of G ifts: $90 .00 Participation: 17% C LASS OF ' 30 Number of Alumni: 9 Total Amo un t of G ifts: $545. 00 Parcicipacion: 11% $500-999 Elsie Lokken Lower C LASS OF '33 Num ber of Alumn i: 5 Total Amount of G ifts: $ 165. 00 Participation: 20% $ 120-239 Vincent Kensrad G ifts up to $ 119 Haro ld O lson S5,000 -9,999 Jerome Formo Win ifred Helland Formo $ 120-239 Hamar Benson W. Do nald O lsen C LASS OF '29 N umb er of Alum ni : Total Amount of G ifts: $2 05, I 00 .00 Parricipacion: 100% Gifts up to $ 119 M . Dueland Total Amo unt of G ifts: $ 12, 109.00 Participation: 53% $2,500-4,999 Carl Ch rislock+ $ I ,000 -2,499 Ernest Anderson $5 00 -999 Forrest Monson $240-499 Richard Pautz G ifts up to $ 119 Leland Sateren Carl olberg $ 120-239 Conrad Jergenson Margaret ateren Trautwein C LASS OF '36 Num ber of Alumni : 17 Tora! Amoun t of G ifts: $ 17 15.00 Participation: 29% C LASS O F '3 8 Nu mber of Alu mn i: 33 Total Amo unt of G ifts: $3 ,555. 00 Participation: 30% $ 1,000-2,499 Sophia Iverson Gjerde $ 1,000 -2,499 Oscar Anderson $240-499 Gertrude Erling Paun+ $500-9 99 Edor Nelson G ifts up to $ 119 Roselyn Ekberg lh ling Lynn Hanson Luthard Dagmar Dahl Q uanbeck $24 0-499 E. Irene Neseth Ethel Sinn er Shebeck Hannah Mehus Srensvaag Joel Torsrenson C LASS OF '37 Number of Alumni: I5 7 Adrian Tinderholc 5 120-239 Do nald Ro nnin g G ifts up to $ 119 Einar Cannelin Gretha Halvorson Loken C LASS O F ' 39 Numb er of Alumn i: 37 Total Amount of G ifts: S2,985.00 Participation: 27% $ 1,000-2 ,499 Gerald Person S500- 999 Ruch Aune Luther Strommen $ 120 -239 Lester Dahlen Irene Hagen Kyllo G ifts up t0 $ 119 Roberc halmers John Haaland Gordon Korsmo Vivien Thompson Paulson Palmer Wold C LASS OF '4 0 Number of Alumni: 4 Total A.m ount of ifts: $37 ,595 Participation: 36% $ I 0,000 o r More Adelaide Walsh Estate $2,500-4 ,999 Valborg G ilscth C hrislock $240-499 Margaret C hrislock Gilscth $ 120-239 \Vanda Severson Benson Henry Chapman C larice Nundahl Fylling Earl Lanes Ca rl Overvold Erling Tungseth $ 120-239 Archie Buseth Verlinda O lson Huu s Victor Miller Elaine Olson Seal Gifts up co $ 119 Chester Brooks Ebba John son Brooks Roy Erickson+ Maryann Eye Helleckson Florence Borstad Hicplcr Glenn Hoplin Kenneth Jacobson Gifts up co $1 19 Clair Chelmen Doris Hanson Currens Florence Retrum Hovland Arloene Martin Knudsen Anna T horsgard Kordahl Alben O lson Ina. Hinrichs Sullivan Roger Thomp son CLASS OF '4 1 Number of Alumn i: 57 Toral Amount of Gifts: $7, 588.00 Participation: 35% $2,500-4,999 igvald Hjelmcland $ 1,000-2,499 Dona ld Lundberg Sigfrid Aadland Lybeck Harry Sorenson Royal Steen Everald Strom Harriet Hclleckson Thompson Morris Ulring C LASS OF '43 Numbe r of Alumni: 66 Tota l Amount of Gifts: $ 14,6 10.00 Parcicipacion: 38% $2,500-4 ,999 Evelyn Amundson Sonnack A. Irene Hu glcn Strommcn $ 1,000-2,499 Addell Halverson Dahl en Fern Hanson Gudmcstad Th eodore Nelson Philip Rowberg S500-999 Thelm a Sydnes Monson $120 -239 Richard Jacobson Vivian Peterson Gifts up co SI 19 Erwin Chell Reynold Erickson Edward Evenson Waldemar Framscad Roben Girod Roy Johnson Mabel Nelson Kingscad Martha Quanbcck May Helen Helm Mork Edmund crand Ormande Tang Irene Slcrcen Thoresen Ruch Gudim Wold CLASS OF '42 Number of Alumni : 57 Total Amount of Gifts: $11,630.00 Participation: 37% $2,500 -4,999 Mcrcon Strommcn $ 1,000 -2,499 Philip Helland $240 -499 Muriel Quanbeck Turricrin $500-999 O rloue Gisselquisc Gloria BurnrvedtNelson $240-499 Martin Larsen Esther Paulson $ 120-239 Hildur Anderson Brethei m Borghild Escness Arno ld Huu s• Harry John son Dorothy Herman Lanes Emil Martinson Harold Nelson Marion Parbst Sarver Henry Staub Gifcs upc o$ 119 Ca rl Gilbertson S. Elizabeth Bjornstad Luukkonen lone C halgren Marcin Amo Martin+ LuVerneNelson Stanford Nelson Ruch Framscad Steen Estelle Uleberg Swanson Clconc Bolstad Tang $240-499 Bunon Fosse Peggy Lou Zigneigo Fosse Laville Henjum Larson $ 120-239 Iver Sonnack Gifts up co $ 119 Mary Ann Johnson Dixen Kenneth Gilles Edwin Johnson Marjorie Kleven Quam C larence Strandberg CLASS OF '4 5 Nu mber of Alumni : 47 Total Amount of Gifts: $6,826. 00 Participation: 30% $2,500-4 ,999 Vera Thorson Benzel $ 1,000-2.499 Ruben Egeberg Clara Carlsen Durfee Eunice Tande Langhaug Gifts up co $ 119 Bonnie Sorem Anderson Donald Car lson Marcella Solheim Nelson D. Henrickson Pederson Eileen Quanbe ck Elsie Rykken Sandve Robert Warren CLASS OF '47 Number of Alumni : 64 Tocal Amount of Gifts: $ 13,568. 00 Participation: 42% $5, 000-9 ,999 Glen Person $ 1,000 -2.499 Harold Ahlborn Lois Black Ahlborn Olive Ronholm $500-999 Joyce Opseth Schwarn $500-999 Borghild Rholl Gabrielson J. Vernon Jensen $240-499 Marie Gjenvick Knaphus Marguerite Gregwo n Larsen $240-499 Paul Blikscad Margery Manger Torgerson $ 120-239 Muriel Ruud Frosch John Parbsc $ 120-239 Delpha Randklev Berg Maria Galin Berryman Agnes Valvik Larson Arthur Marben Lorna Wilberg Sanders Gifts up co $ 119 Oliver Dahl Elin Joh nson Lappegaard Irene Ppedahl Lovaas Caro l Tyvoll Nokleberg L. Buesing Op grand Ruch Chrislock Severson Ruth Welnin Swanson CLASS OF '4 6 Number of Alumni : 43 Total Amount of Gifts: $700 ,595 .00 Participation: 44% $ I 0,000 or more E. Milcon Kleven James Lindell Gladys Boxrud Scrommen $2,5 00-4,999 Mario n Myrvik Buska $1,000 -2.499 John Steen $500-999 Ordelle Aaker Gifts up co $119 Erma Chinander Omar Gjerness IAwell Larson Avis Haga Lindroo s Caro l Ysceboe Lindsay Marilyn Rykken Michaelson Roald Nokleberg Eileen Kolden Olson Herman Olson Guilford Parsons Jean Rachie Peterson Edith Dreyer Reesnes Sylvia Brande Saccren John Thomp son CLASS OF '48 Number of Alumn i: 9 I Toral Amount of Gifts: $ I 1,020.00 Participation : 33% $2,500-4,999 Jeroy Car lson CLASS OF '44 Number of Alumni: 6 1 Tota l Amoun t of G ifts: $ 1,770.00 Parcicipadon: 16% $24 0-499 Geo rge Sverdrup $ I ,000 -2.499 Stephen Halvorsen Margaret Nelson Foss Nokleberg Arnold Skaar $500-999 Chester Hoversten $ 120-239 Norma Sateren Anderson Jeannette Uleberg Boxrud Gerh ard Bretheim $500-999 Rona Quanbeck Emerson Richard Koplin Mary Schind ler Th ompson $ 120-2 39 MaryArneson J. Bernhard Brechcirn Barbara Ekse Ca rlson Doro thy Q uanbeck John son Alcon Knucson Duane Lindgren Paul Sanders G ifts up to $ 119 T heodore Anderson LorraineCimmesrad lyne Camille Sivertsen Forness Eugene Hasselquist Emily Rachie Hoard Gud run Vik Kampen Ge rhard Karlstad Paul !Gide Martha Th o mpson Nelso n LaverneMoe Olson Marilynn Peterson Olson Eli1.abe1h Westphal Peterson Ma ry Kuhn Schmid, Ge rtrude Vik Sund srad Erik Tromb org Jean Tibke Vane CLASS OF '4 9 Nu mber of Numni : 130 Toral Amount of G ifts: $ 12.525 .00 Participation: 40% $5 ,000-9,999 Dora Frojen Quanbeck Jo hn Werkct $ 1,000-2 ,499 Elsie Ronholm Koivula $500 -999 Donald Embretso n Martha Fosse BecsyTowns Framstad Wi llard G lade Lorenc McGinnis Hansen Evelyn Green Harris Lorraine Telander Hendershor Wi lliam lrgens Donna Curry lrgens+ Louisa Johnson Robert Johnson Ca rol John so n Logan Jo hn Midtl ing Joyce Dreyer Nesct Theodore Nystuen Anna trand Olson Donald Peterson Robert Peterson Miriam Bredow Priebe Jo hn Q uam Pau l Rot h Donald areren Dorothy T horb erg chm idt Lillian Hanson tadelman Donald Sween Rueben Vane Jo hn Wetzler Peder W ilcox Mae Jo hnson Luhn Quentin Quanbcck G ifts up to $ 119 Delphin e Jensen Bakke Raymo nd Bodin La Verne Olson Burnrvcdt George apetz. hidey Dahlen C harlotte Forness Egeberg Robert Eftedal, I Dolores No lan Fevig Marilyn Larson Forslund Merlyn Frcdman Beverly Fowler Holte Wi lliam Holte Raynard Huglen Delores Farm Johnson Esther Johnson Everette Johnson LeRoy John son \'(lilliam Knutson G eorge Lanes Carol Schmidt Larson Harvard Larson C)'ruS Lideen Marion Iverson Loges Rhond a Hektner Lybeck Robert clson James Peterson \'(laync Peterson Elizabet h Felland Ronnin g John hd stad Angeline Rolland orenson Dorothy Twiron Robert Ulsaker David Wasgm C LASS OF ' 50 umber of Numni: 194 Total Amount of Gifts: $48.523. 00 Participation: 33% $5.000 -9,999 Roy Bogen Rudolf Engelm ann Garfield Hover ren Robert Paulson Philip Qua nbeck C LAS OF "5 1 Numb er of Alumni : 15 1 Total Amount o f G ifts: $48,58 0.00 Participation: 50% $2,500 -4,999 FrankArio Georgette Lanes Ario $5 ,000 -9.999 Anabelle H anson Dalberg Robert O degard Oli ve N ilsen Zo ller $ 1,000 -2,499 $240-499 Robert Andersen Lois \'Varner Bergcland Luth er Bergeland Arno ld Henjum Henry Roufs Jean Christenson Sverdrup heldon Torgerson $ 120 -239 Ray Anderson James Carlson Erling Helland Esth er Tun gseth Hin schberger Marvin Johnson Calvin Larson Jeanette Jacobson Martinson Paul Paulson Edward Nb erg Richard Aune Lola Lidstro m Berg Kermit Hoversten Carol \'(latSon chweizer $2 ,500-4 ,999 Marolyn Sortland Halverson \'(lilliam Halverson $5 00 -999 Archie Lalim Eunice Nystuen ordand S 1,000 -2,499 LaVonnc Th ompson Benson Ruby Helland Brow n hirlcy L, rson Goplerud Audr ey Nagel ander $240 -499 Ethel Anderson Andersen Andrew Balcrud Barbara Kolden Balerud orinne hicll Leslie Lynn Lundin Miriam Hoplin Lundin Lyle Show $500 -999 James hristopherson Jennings Th ompson $24 0-499 Elii.1bct h Becken Roben Hoffiander Merlin Johnson LaRhea Johnson Morseth LaWayne Morserh Daniel Pearson Wallace Pran Calvin torley arol Brekken Ritt enhouse Connie Rholl Wagoner Gifts up to $1 19 Jerome Andersen Jack Berry Dolores Hinsverk Bies Fabian arlson Rut h Isaacson ornell $ 120-239 Erling aris en Donald Erickson+ Sylvia Kleven Hanson Marjori e Wi lberg Hauge Doroth y Gra mlin g Hoffiander Rob m Howells Roger Leak 9 $ 120 -239 Gen rude ess Berg T heodore Berkland Doris Frojen Bretheim Shirley Odencrans Erickson+ Glen Hendrickson Eleanor Ewert Hucchinson Gloria Johnson Erika raub Niemi Clarice Thi ngelscad Onsager Lillian Ysteboe Ose Dorothy wanson Ryan G ifts up to $ 119 Dorothy Anderson Elaine Hanson Aune Kerman Benson James Bergd and Dolores Flaa Bjerga Alben Bjerkestrand Thelm a Finnesgard Dahle• Trygve Dahle• G erald Davis John Eliason Harold Emerson Steph en Engelstad Ellen Stenberg Erick.son Kat hryn Th orsgard Erickson Stanley Erickson Jo hn Ga rland Janee HargraveGavic Ronald Gude rian Herbert Hanson Hubert Hanson Howard Hjelm Muriel Olson Hoplin Joseph Hulterstrum An •ild Jacobson John Johnson Jean Vettel Kicele}' Arthur Kuross Joan Baxter Larson Richard M)'hre Harland elson Pete Petersen Gloria trand Peterson•Conrad Arthur olberg Otto Sotnak Joyce Bonen trand Herbert Svendsen Alice Anderson Thorson Donald T horson Mary Valtinson Vevle Robert Weeden David West phal Ruth Fosten •o ld Westph al Ni ce Berg Wilcox Loren \Xloo lson C LASS OF ' 52 umber of Alumni: 139 Total Am ount of G ifts: $28 ,005 .00 Participation: 1% $5 ,000-9,999 Leon ard Dalberg Ruth chmidc $ 1,000 -2. 99 Joanne Varner Peterson Harvey Pererson Yvonn e Bagley O lson (Gifts received Ju ne 1, 200 1 to May 3 1, 2002) Orvi lle Olson Harvey Peterson $ 1,000-2,499 Gloria Parirek Thorpe Ruth Pousi Olli la Janice Anderson Rykkcn James Shiell Joann e Varner Peterson G ordon Th orpe $500-999 \Villiam Kuross Leroy Nyhus Charlorte Kleven Rimmereid $240-499 Irene Shelstad H enjum Lloyd Lyngdal Mildred Nelson $ 120-239 Arvid Dixen Marjorie Danidson Johnson Morris Johnson Ludt cr Larson Donn a Wang Leak D oro thy Sko nno rd Petcrx n Marlo Petersen Beverly Gryth Villwock Gi fts up to $ 119 LeRoy Anenson No rman Backstrom Laurie Balzer herman Bohn H arriet Haller Brown Celia H anson Burk David Christensen LeVon Paulson Dinrcr Marj orie Haley Eliason Jun e John son Enget James Faul Robe rt Go rdo n Kay Roper H agen Elmer Hanso n M . Joyce Tallman H anson Richard Howells Th eodore Hust oft Millard Knudso n James Kon o m Benjamin Larson Elwood Larson John Leak Lola Nelso n Nebel Roger Nelson Go rdon Od egaard Arnold Paulson Gladys D ahlberg Peterson Vera Peterson Rachuy Donavon Robcrcs David Rold« Leona Eng Rold« Roger Shelstad Lewann Awes Sornak Mae Ness Sparby Alyce Larson Thur een O dett e Hj elle Waller CLASS OF '53 N umb er of Alumn i: 125 Total Amount of G ifts: $22,305.00 Parcicipation: 38% $5,000-9,999 Donald Or en Mark Raabe $500-999 Ruth Aaskov Dorothy Srrommen Chrisrophcrson Marvin Larson John Lingen Betry Mun son Nyhus Thomas Ohno ArthurR.immcrcid Allan Sortla,1d $ 120-239 Theodore Anderson Louis B« ker Lowell Brown lnts Busevic.s Valborg Kyllo Ellingson Erling S. Huglen Richard Johnson Mavis Kyllonen Alice Jensen Noble Horace Porten Allan Thoreson $240-499 Marlys Ringdahl Gun derson \Vilgard John son Joan Johnso n Kuder Wi lmer Oudal Gifts up to $ 119 Keith Anderson JeannineTorstenson Blanchard Willard Botko Roger Ca rlson George Fisher Esther Oleson Freund Marshal Cante $ 120-239 Joseph C leary Joyce Jorgensen Eckhoff Beverly Nystuen -Carlsen David Rykken Edmund Youngquist James Gcise ndorfer G ifts up to $ 119 Eli1.abeth Manger Anderson LaVon Moderow Belanger Torrey Berge H . Emmerc Dan ielson Faith Ca rlstedt Dippo ld Herman Egeberg Jerom e Engseth Leland Fairbanks Delmour Fenske Marilyn Elness Froiland Jam es Hamre A1ice Jacobsen Norm an John son Sigrunn Kvamme H arriet Dup slaff Luehrs Jack Lundb erg David Lunde Dono van Lundeen Duane Myrin Howard Pearson Harold Peterson Donald Reimer Sam Skogsbergh Vernon Stcnoien Phyllis Vik Swanson Co rinne Rechwill Tiegs William \'Uhite Helen Larsen Wire Mavis Strand Hafsrad Wallace H afstad Eileen Johnson Hanson Rohm lngman U roy lscmingcr Orpha Hu shagen Iseminger Rohm Langseth Mary Peterson Leak Beverly Jacobsen Lund een Alan Mathiason Helen Jensen Myhre Arlene Larson Nelson Karl Nestvold Edward Nyhu s Winifred Nysrucn Nyhus Ardis Dorr Nystuen G lenn O lson Lloyd Peterson Ardelle Skovholt Quanbeck No rm an Quanbeck Donna Erickson Reimer Alben Sand ness Maryls Harkm an Schm idt John Seaver Roger Stockmo Jero me Trelsrad CLASS OF '55 Number of Alumn i: 10 I Total Amount of Gifts: $36,525.00 Parciciparion: 35% CLASS OF ' 54 Number of Alumni : 147 Total Amo unt of G ifts: $9,670.0 0 Participation:37% $ 10,000 or more Phillip Gronseth $ I ,000-2 ,499 $2,500-4 ,000 Beverly Halling Oren Florence H elland Borman Lowd ! Kleven $ 1,000-2 .499 Darrell Egertson Beverly Omdahl Nelson $500-999 Herbert Chilmo m $240-499 Richard Dronen Arvin Halvorson $240-499 Arthur Anderson Mark John son Colette Peterson Lyngdal 10 Philip Nelson Ethel Nordstrom Shiel! $120-239 Gene Anderson Agnes Thompson Becker John Benson Richard H agestuen Jacquelyn Bagley Han son Janice Bremseth Larson Wenona Strandlie Lund Richard Mahre Clinton Peterson Gifts up to $ 119 Wi llard Burk Elaine Fo~ Erickson Wallace H anson Robert Herman Mary Jean Danger Holmquist ErvinJohnson LaVonne Soderberg John son Elmer Karlstad Ralph Martinsen Phyllis O lson McDaniel Audrey Larson Miller Clarice Ca rlson Nasby Diane Aho Nelson Clyde Peterson John Peterson David Skaar Mavis BergeTrelnad CLASS OF '56 Numb er of Alumni : 125 Total Amount of Gifts : $ 14,405.00 Participation: 38% $5,000-9 ,999 R. Luther Ol son $ 1,000-2,499 Deloris Anderson I. Shelby G imse Andr ess $500-999 Robert Lockwood $240-499 Lloyd Grinde Cha rles Howard $ 120-239 Dorot hy Floistad Benson Thomas Benson H ans D umpys C harles Evavold Rohm Gjengdah l James Hau gen Stan ley Ludviksen Christine Munson Main Ronald Main James Pederson Robert Roos Donohu e Sarff Elizabeth Morcensen Swanson John Thomp son G ifts up to $ 119 Margaret Hermanson Barnes Gerald Baxter Caro lyn Lower Bliss J• mes Buski rk O rla hrisrenscn Robert Dongoske Lel• nd Erickson F,r olyn John son Ge hring Shirley Mu len G rnus Jo hn Haynes Marlys Nepsu nd Lester Margaret Helgaas Lincoln Harvey Lundin Mary Christiansen Meyer Ardell Moen Robert No rby Roger O se Ervin Ovcrlund James Pearson Harold Stoa Allen Swanson Kath ryn Th orv ig Th omp son G lenn T ho rpe Mark T ho rpe Richard T ho rud Ma lcolm Unseth Evererc Holt Marshall Jo hnson Ralph Johnso n Ro nald Johnson Alfred Kaupins Faye Brenni Moen Do nald Myrvik Rhod a Dah l Myrvik ClaraA.nnHaugen Nordstrom Ge rald Parupsky Noel Sagness Gloria Grant Knoblauch Jeanette O lso n Locke O rval Moren Ruby Johnson Mortenson Phyllis Knudson cim Ronald cave LaVane Srudlicn Arden Wahlberg Robert Welch James No rman Robert O slund James Plum edahl L'lwrcnce Pratt C LASS OF '59 Number of Alumni : 143 Tota l Amount of ifts: S 18,050.00 Participadon: 4 1% Marian GraffSkaar Neal nider Mar lys Holm Tho rsgaard John Welckle Ronald Welde $5,000-9,999 John Martinsen C LASS OF '58 Nu m ber of Alumn i: 132 Toral Amou nt of G ifts: $26,385 .00 Participation: 35% $ 1,000-2,499 Paul Almqu iSt arl Casperson $ 10,000 or more Birgit Birkeland MarcinOlav Sabo Inez.Olson chwarzkopf $2,5 00-4,999 Joann e Stiles Laird $500-999 Lois Madson Allen John Berg $ 1,000-2 ,499 Menon Johnson Robert Meffert Ronald Miskowicc Harold eilsen Hubert Nelson Willard O lsen Do nald O lson Sylvia Moe Ovcrlund Vicki Skor Pearson Eileen Pund y David Quanbeck Luther Romo Do nald Sallen Junice Aasncss andncss Theodore trand Gale Torscenson C LASS O F '60 N umb er of Alumni : 162 Total Amo unt of Gifts: $ 10,405.00 Participation: 3 1% $2,50 0-4,999 Bruce Amundson Eugene Peterso n C LASS OF ' 57 N umb er of Alumn i: 138 Tota l Amou nt of G ifts: $29 ,984 .00 Participation: 36% S 10,000 or mo re Raymo nd G rind e $ 1,000-2 ,499 Caroly n Burfield Beverly Tollefson Uh lenberg $500-999 Chester Hoversten Dona ld Olsen Lila Ogawa Furukawa $2,500-4 ,999 Grace Forss Herr Harris Lee Mabech aurc yllscrom Wesley Sideen Crace Kemmer Sulcrud S 1,000-2,499 tanley Baker Sidney Berg De>n Holmes An na Hovland Hanson Jo An Bjornso n Jo hnson Mary Erickson Lockwoo d $500.00-999 Harlan hriscianson $240-499 T homas Moen Bo nnie Martinson Sta rley $500-999 $ 120-239 Mary Twiton Bosben Paul hrisrensen Donald Hagestuen RmhThorsgard Homme Harry Horne Rhoda Monseth Hu glen hirley Nordin e Kehrbc rg Gary Lange Go rdon Lindgren Lawrence Lyscig David Ringstad RichardRobinson onja Sather kurdal $2 0-499 C hester Dyrud Kennech Hagen $240-499 D ennes Borman AJdemar Johnson Hagen Gor don Trelsrad $ 120-239 James Armstrong Verna Skovholr Barren T homas Hom ander Roben Jamieson Morris Jespersen Wayne Johnson Roger Mackey Gera ld M indrum Maynard Nelson Richard Vevle Bill Z inn Gifts up to $ 119 Richard Berg David Freedland Do rot hy Burke Freedland Virg Ge h ring Peggy-Joyce orenso n Grab le G ilbert Gra us Doris Rovick Hanson Anneliese Laidig H aynes Jean M,ng uson H icks $ 120-239 Elyce Lundquist Arvidson Lois Mackey Davis Hugh Gi lmore Betty John son H ass Peggy Oneil wcnscn Janet Coo ke Zinewicz Jerome Kleven Alice Lindell Lindgren Wendel l Sh iell G ifts up 10 119 Lawrence Berg Irene O lson Brown James Brown Delores rupp hristianson Barbara O lson Oertle Jam es G uldm h James Hanson Franklin Hawks Arlene dander Hill Rod ney Hill James Horn Ro nald Jacobso n LarryJunkermcier H arold Kambak Charlone Bac:a lden Knmson Monroe Larson LeRoy Lauen Walrer Lundeen G ifts up to $ 119 Dennis Barnaal Vernon Berkness Elaine Nelson Bernards Erwin hrisrenson Janet Nicderloh hristeson Glenn Davidson onja Johnson Enscad Loi Hofstad Esselmom Myrna Tollefson Ga rdin Philip Heide C, rl Hellie n C. Leroy John son Joy Hu nd l Joh nso n Gwen Johnson Krapf Margaret Peterson Langness Jon Maraia John Miskowiec 11 $240-499 Richard Berge Phyllis Raymond Burge Bruce Cunning Jayton Paulson Edyt he Strand Shogren Marjorie Moland \Xlcndt S 120-239 John Anderson Kay Lemmerman ilmore Ruth Carlsen Moen David Nordlie S 120.00 Donald Homme HarryToussaim Gifts up to $ 119 Lois Richter Agrimson Jean Knutson Anderson Arne Boyum Myron Carlson Carol Johnson Casperson Fred Engelmann Ruth Borchardt Engelstad ancy Garland Erickson Arden Fla1en James Gedrose Dennis Glad BarbaraMilne Gordon David Hanka Kenneth Hatland Gerald Hendricks Donald Holmq uisc LaVonne GravgaardIverson Peter Locke M•ry LundquiSt Meffert C lifford Myhre R. Thomas Olson (Gifts received Jun e 1. 200 1 10 May 3 1, 2002) Phyllis R<denbaugh Ose Dwighr Pederson Barbara Ricsberg Peterson Ronald ranley MarleneStud1ien C LASS O F '62 Number of Alumni: 169 Total Amount of Gifts: $ 14,420.00 Participation: 29% Gordon $2,500-4,999 Joann Eliason Amundson yverson Larry Th ompson Kermit Vall~n Sharon Grodt West Darrell Wiese Shirley Harms W ilsey Lowell Ziemann C LASS O F '6 1 Number of Alumni : 160 Total Amounr of Gifts: $ 17,949. 00 Parcic ipation: 26% $5,000-9,999 Richard Thompson $ 1,000-2 ,499 Marilyn Saure Breckenridge Joseph Hsieh Kenneth Nelson Karen Egcsdal Trelm d $500-999 Daniel Carlson Mary Ttldahl Meyers $240-499 Dennis Johnson Jan et Baralden Johnso n Gregory Madson $120-239 Kenneth AJccrman Theodore Botten Curtis Haney Ca rol Oversvee Johnson Joan Gibson Labs Ronald Laudert Seven Score Co nstance Gildsech pangenberg PatriciaNordlund Toussaint Gifts up to $ 119 Gayle Arvidson Lloyd Bakke John Baxter Mary Lou BalcerChristenson Lawrence Gallagher Roger Gordon Jam es Ho lden Audrey Halvorson Hovland PatriciaSwanson Kreuziger George Larson George Lundqu ist Julie Magnuson Marineau Jack Mayala Karen Erickson McCullough Cedric Olson Gerald Peterson James Redeske Myron Rew Jud y Fosse Snider Glenice Nordin Sprague Carol Svanoe Bruce Westphal $5,000-9,999 Patr icia O 'Reilly Olso n $ 1,000-$2,499 Dennis Erickson Mary Lou Ervin Erickson $ I ,000-2.499 Allen Hoverste n Philip Sidney Sarah Halvorson Strom Sandra Simpson Phaup Stella Kyllo Rosenquist WilJiamStrom $500-999 David Srccnson Robert Tufford LauraleeHowe Zenk $ 1,000 -2,499 Kathleen Aalcer Casperson Eunice Kyllo Roberts Arne Sather $240-499 Ronald Beckman Bradley Holt David Procrnr Ordean Torsrenson $240-499 Jennelle Johnson C unning Paul Grover Lorna Hoverste n John Hugo Lois Knutson Larsen Kay Hanenbur g Madson Wayne Stockman Lewis Sundquist , 11 Mary Ann Sorensen Urban $ 120-239 Roger Bevis Brenda Henrickson Capek Linda Carlscedt Lola Nelson Grafstrom C. Bagley Humphrey Doris Wilkins Johnson Caro l Anderson McCue n T homas Wadsworch Marilyn Heide Waller John Wanner $120-239 Marilyn Ellingson Akerman Philip Baum an Joanne Joski Evavold Judy Jo hnson John son Olivia Gordon Lorents John Osberg Gifts up to $ 119 R. Char les Anderson C harles Arndt Morris Bjurlin Gifts up to SI 19 John Bosrad Claire Helland Buettner John Christense n Wayne Coil Sherman Coltvec Tamara Ronholdt Francis Marilyn Olson Gronner Julia O se Grose Sonia Overmoe n Gullick, Peter Hauser Rodney Helgeson Wanda Anderson Hemes Robert Umup Ruth Gochnauer Johnson Ursula Laidig Juliar LynneMclean Junkcrmeicr Gayler Korsmo Ella Bowlby Lerud John Lystig Phillip Matti son Cunis Moe A. Robert Molldrem Ann Ring Odegaa rd Betty Johnson Oppegard Milo Oppegard Bonnie Carlson Pehrson Roger Schwarn Ronnie Scott Bcrz.cPaulson Solomonson Barbara Herkal Szoke Roger Bosmoe Wendell Carlson Joan Hanson C heck Wayne Christiansen Gloria C lauson Alice Evenson l.annell Farmer Mary Lower Farmer Raymond Fosse Stephen Gabr ielsen Joyce Gusiafson Hauge Marilyn Peterson Haus Mary Jo Cherne Holmmand Caro lyn Johnson Judich Hess Larsen KarenTangen Mattison Julie Medbery Russell Oste rberg Glenn Peterson Janet Evenson Potran James Roback Hans Sandbo Allen atter Albert Schobe r Arvid Schroeder C hristopher Wagner Ann Johnson Wollman Linda Tollefson Zenk C LASS OF '63 Number of Alumni : 188 Tota l Amount of Gifts: $53,086.00 Participation: 29% C LASS OF '64 Numbe r of Alumni : 202 Toca! Amount of Gifts: $ 15,76 1.00 Participation: 25% $ I 0,000 or more LaVonne O lson Batalden Paul Batalden $2 ,500-$4,999 Joyce Leifgren Young Karen La.Mere Bosmoe 12 $500-$999 Rohm Nordin Karen Henry Srccnson $240-$499 Doto thy Borsgard Berldand Ellen Paulson Keiter Gary Langness Jean Pfeifer Olson Stanley Spangenberg Dorothea Hake Torsrcnson $ 120-$239 Luther Anderson Bruce Braaten Deanne Star Greco Roger Johnson Sharon C hristensen Kildal Mary Fenrick Olson Ted Olson James Parks Patricia Strecker Pederson Virginia Hovland Plunkett Bruce Ranum Betty Hanson Rossing Gifts up to $ 119 Dawn Asp Aarsvold And rew Berg Jerry DeVrieze Avis Hoel Dyrud Philip Dyrud Barry Fosland Ronald Gtoff Margery Kyvig Haaland Ann Tja den Jensen David John son Jack Kelly Sharon Swanson Knucson Diane Garbisch Levalce Mary Lindgren Karla Krogsrud Miley Ronald No rdin Sharon Peterson Paulson Linda Hamilton Senta James Spiess Satoru Sudoh Carla Q uanbeck Walgren Michael Walgren Elizabech Johnson Wolsky C LASS OF '65 Numb er of Alumni : 229 Total Amount of Gifts: $78,627.0 0 Partic ipation: 34% $ I 0,000 or Mo re Kinney Johnson $5, 000- $9,999 Lyle O lson $2 ,500-$4,999 Daniel And erson $ I ,000-S2 ,499 Lois Harp Bjorngoard Paul Ficldharnmer Priscilla Strecker Fieldhammcr \'(landa \Xlagner Hanson Ruth Radke Paulson Larry cholla S500-$999 Julie Gudmcsrad Laudicina Daniel Meyers Steven Nielsen $240-$499 Gary Blosberg Judy Thomp son Eiler Mark Gjerde James Harbo MarleneHanggi Heimbigner Cordelia Coltvec Hoffmann BeverlyNelson Hugo Peter Jacobson Carol Welch Langness Marie Hafie MacNally John McIntyre Dennis Morreim Gene Nagel Gary O lson $ 120-239 Bradford Aamodt JoAnn Halvorson Robert Hinz Donald Hostl h Sharon Dirrbcnner KJabund e John Luoma Larry Nelson David Parupsky Joyce Anderson Pfaff GaryT hyren Gifts up ro $ 119 Lois Luthard Anderson Marilyn ielsen Anderson Judith Kasin Anenson Jean Amland Berg Adrienne crand Buboln Larry Buboltz Darryl Can er Gerald Dahl Eunice Bergman Dietrich Thomas Eberhart Gary Ellis Dale Engel Marilynn Ross Fa1l strom Donald Francis Hildur Oyen Gleason Anita Christopherson Gransee Gracia Grindal David Gunderson Linnea Hanke Edythe Berg Johnson Janice Mattson Johnson Kendall Kamp Chuck Kienholz Paul Larson Michael Marcy Michael Monson Peter Onstad Calvin Peterson Janee Anderson Peterson Lilah Rasmussen Paul Reiff Gary Reuss Lee Ridgway I. Patricia ccenson Roback Marie Bergh andbo Ellen Johnson Srrorn Sceven Scrommen \Villiam Tessman Lyndon West Robert Zeller Dennis Rykken James enn Joann Gilbertson Snyder Karen Pelcola Sorenson Beery Lundgren ravrou Sorerios Sravrou harles Stenson Dale Strom James cruve haron Petersen Te.ssman Steven Westby CLASS OF '6 6 Number of AJurnni: 2 17 Total Amoun1 of Gifts: $ 18,759.00 Panicipario n: 26% CLASS OF '67 Number of Alumni: 2 17 Total Amoun1 of Gifts: $8,337.00 Participation: 31o/o $5,000- $9,999 Gay Johnson Minear penccr Minear $500-$999 ccphen Bacalden Lee Anne Hansen L1ck recchen Larson Swenson \Vaync wenson $ 1,000-$2 ,499 Thom as Hanson $500-$999 Patricia Munson Duncan ynthia Hanson Beth Torstenson $240-$499 Gail Suo msmoc Dow Alan Gierke Marilyn Albaugh Gierke Rebecca Beiro Huseby Dennis Miller Mark Sandbo $240-499 Janice Peterson Andrews John Greenfield Edward Huseby Douglas Johnson Kathryn Wall Johnson Donald Marrison Richard Mork Jeanne \'(/anncr Morreim $ 120-$239 James Call Loren Dunham Sharon Hendrickson Gronberg Barry Gunderson Kay Dahlquist Gunderson uzanne Overholt Hampe Gene Hugoson Kathleen Feddick Luedtke Dennis Sackreitcr Karen Foss Sackreiter Muriel Berg cholla John elstad Robert ko«egaard Duane Vik Rebecca Helgesen Von Fischer $120-239 Lennore Bylund Bevis Larry Hoff teven Holm Gracia Nydahl Luoma Karen Langseth Oelschlager Margaret Ahlson Tjade n Gifts up to $ 119 Benjamin Coltvet Donald Anderson John Andr easen K."hleen Popp Boggess Julie eegmiller Braaten Barbara Anderson Brown Helen Co ltvet larke Judith Erickson oppersmi1h hirley Sandin Dahl Darlene Ojak:mgas Gunderson Catherine Blom Johnson F. William Johnson Karen Johnson Margaret Danielson Jorg nsen Allan Kriscenson EJsie Anderson Larson John Lund Marcia Th imsen Noble Douglas Norvold Beverly Hallcock Ohmann Larry O lson Dennis Paulson Darrel Pererson Judith Erickson Pinelkow arolyn Benson Pinman Gifts up to $ 119 BarbaraAnderson Aaberg Bruce Anderson Dianne Larson onn Janet Fischer Davenport Marilyn McKnight Erickson Ruth Ann Gjerde Finke Terry Frovik Bruce ilmore Dennis Goldenman Lorraine Vash osewisch Robert Haskin onja Helgesen Darlene Tesdell Hetland Duane Hetland Robert Hosman Roger Husbyn Sandra Doering Jeppesen Victori:i.Asper Johnson Mi hael Jorgensen loria Lamprecht Mary Lou Lanes Elaine Erickson L1rson Karen Len::inder 13 Marian Schroeder Leonardson Mary Ellen trommen Liebers James Lindell Carol Brandt Mork Johanna cidcrt Bonnie Johnson Nelson Linda Larson Pahl Janee Madsen Peterson Kenneth Peterson \Villiam Pittman Fern Rasmussen Harley Refsal Audrey Anderson Rogness Patricia Sickin Tom Snyder Paulene Nelson peed Marlys Ruona Thomsen cuan Ucgaard Carl Wall Geraldine Neff Wall CLASS OF '68 Number of Alumni: 26 1 Total Amount of Gifts: $46,332.00 Participation: 29% or more Ronald Nelson $ I 0,000 $ 1,000-$2,499 David Berg David Boe Joan Vol, $500-$999 \Vayne Hansen lone Agrimson Hanson Mark Hanson Duane llscrup Marsha trommen Olson Carolyn Hanson Schildgen $240-$499 Jean Hemstreet Bachman Janet Lunas Gjerde Carole BraudJensen Gerald Jensen Bruce Johnson Lois Hallcock Johnson TerrySaceren Earl ethre Larry Sharpe $120-$239 Dorod1y Anderson Michael Arnd1 Dean Ersfeld Allen islason Herald Johnson Lyle Malot~T David Melby Mary Schivone Nelson Miriam Cox Peterson John Roebke Gary chmidt Roberr Steen on Janet Thorp John Weinard Gifts up 10 $ 119 Elizaberh Amdall James Bengtson (Gifts received June I , 2001 to May 3 1. 2002) Benson Priscilla Plan Berg Joel Bjerkestrand Donald Britt Janee Braaten DeGaetano Elizabeth Hukcc Demich Jonathan DcVries John Eckberg Jeffery Elavsky ccphen Erickson John Fahlberg \Xfilliam Farmer Alan Fredrickson Ca rolyn Auld Gravell Den.isGueczkow Anne Dauph ine Hayward David Heidtke Theodore Johns on Do lores Johnson David Joyce Luther Kendrick Kathlynn Lindqui st No Reen Nystrom-Henke Mary Fir! Olson Jan Pedersen-Schiff Alice Draheim Peters Robert Peters Mary Roiland Peterson Linda Christ ensen Phillips Barbara Hanson Raymond Jam es Romslo Gera ldine Carlstrom Rustad Nancy Peterson Salmi Caro l Watson Saund ers Jan Severson Clair Severson ByronTroice ConsranceAckerson\Vanner Lois Wcllnitt \Varrcn \YI, CLASS OF '69 N umb er of Alumni: 3 13 Tora.IAmount of Gifts: $ 14,504 .00 Participation:2 1o/o $2,500-$4 ,999 Lynn Benson Hjelmcland $ I ,000-$2,499 Julie Teigland Anderson Richard King $500-$999 James Ericksen Lois Batalden Hansen John Harden Ronald Swanson Jeann e Kyllo Wendschuh $240-$499 Richard Fenton Richard Olmsted Sandr a Larson O lmsted Sonya Christensen Steven LawrenceTurner $ 120-$239 WarrenBey Diana O lson Ersfeld Rosemary Jacobso n Suzann e Kelley Ingrid Kloster Koch Frank Wagner Joyce Engstrom Spector Mary Loken Veim h G ifts up to $ 119 Karen Norum Alm Ardell Thorpe Bengtson Caro l Halvorson Bjerkestrand Ronald Ca llanan Pamela Bjorklund Car lson Wayne Ca rlson David Cina David Cross Peggy Nelson Edstro m Philip Edstrom Dian e Follingsrad Dale Froyum Lona Berg Froyurn John Gree nfield Dallas Ahrens Hagen+ Eunice Helgeson Joan H alverson Holt Jon Johnson Laurel Jon es Joh nson Mary Ekstrom Johnso n Robert Kirchner Marilyn Kusel Kirk Marcia Weltzin Kjesbu David Knucson David Korila Joan ne Ogdah l Leach Mark Lund Nancy Machmueller Maier Janis Machison Margaret Ness Michael Peterson Dennis PAipsen Sandra Olson Pietig Diane Ellingson Runquist Kathleen Ford Ruud Mary Mether Sabatke Richard Sandee n John-Mark Stensvaag Erik trommen Norma Johnson Strommen John ulzbach Nancy Neumann Thor en Jam es Torfin Mark Trechock Arlene Uejima Diane Boese \Varner Bonnie Jami eson Wedel Curtis Zieske $500 -999 Gary Benson Sara Palmgrcn Benson Linda Larson $24 0-499 Mary Buss Betty Mackay Lisbeth Jorgensen Sethre Susan Lindberg Sorenson $ 120-239 Peter Agre James Ashley Kerry Bade Larry G lenn Da niel Koch Bradley Refsland Donald Smith Sharo n John son Sullivan Ronald Wahlberg Gifts up to $ 119 Daryl Anderson Caro lyn Gilbertso n Brown Sherman Danielson Mary Nelso n Eckberg James Fischer Dan Foss-Goran Kristin Foss-Goran John Hansen Renee Maikk ula Isaacson Thomas Iverson Steven Johnson LaRhae Grin dal Knatterud John Kulczyclti Marilyn Ladin g Stephen Larson Pamela D rayer Lillehei Sonya Nydahl Lund Cat herine Go rder Mazyck Cheryl Hayenga Nybe rg Raymo nd Nybe rg Linda W ichm an n Oja Nico lyn Rajala Diane John son T horltildson David Ulvin Jan et Ca ll Ulvin M. Jane Co rnelison Van Brun t onya Hagen Zieske Linda Swanson Zimmerman C LASS O F '7 0 Number of Alum ni: 27 I Total Amount of G ifts: $39,086.00 Participation: 20% CLASS OF '7 1 N umb er of Alumn i: 284 Tota l Amo un t of G ifts: $ I I 6,72 0.00 Parcicipacion: 2 1% $ I 0,000 or more Robert M iciness Thomas Peterson $ I 0,000 or more Michael Good $2,500-4,999 John Hjelmeland $ 1,000-2,499 Mari lyn Buschbo m Lueth Barbara Dur kee Mikelson $ I ,000 -2,499 C heryl Nelson King Paul Mikelson Terry Nygaard Paulett e O lson Od egaard Richard eime $500-999 Philip Hoversten David Owen Kay Hendri ckson Owe n Swan Scott Swanson 14 $24 0-499 David Benzel John Jenn eke Rachel Hendri ckson Julian Mary Grooters Lewis Michael Scott $ 120-239 Susan G ibbon s Casey Ti mo thy Casey Mark Ellinger Patricia O lson Ellinger C harles Maland G lennis Wdd a Schlukebier Janice Bell Schmidt Nancy Simonetti Kathleen Tierney Sceenson Nancy Rosrberg Sylvester Robert Tjaden G ifts up to $ 119 Donald Beach Mark Bermess Jane Ca tlin Bracken Roger Branes Paul C hind vall Kathy Kropdin Cracra ft A. Carolyn Benson Dauner Jeffrey Dieter Ruth Schroeder Duffy Peter Eckberg Janee Levin Gordon Gary Hagen Gay lord Hall PauJa Jones lvcrson Douglas Johnson Murry Kelly Leslie Lee Robert Martin Wi lliam Mees Mees Jud y Hoseth Mikolich Lynn Oeder Miller Bruce Nelson G regg Nelson Judith Larson Peterso n Leanne Phinne y John Rask Linda Gilbertson Romslo Susan Risum Rustebakke David Siedlar Darrell Skogen Nancy Strommen Scensvaag Stephanie Johnso n Sulzbach Janice Sheldon T homp son Jane Sontag Vemess G regory With ers Marilyn Borcherdin g Wom eng CLASS OF '72 N um ber of Alumni: 287 Tora.I Amo unt of G ifts: $ 11,080.00 Participation: 2 1% $2,500 -4,999 Geo rge Dahlm an $ 1,000-2,499 James Agre $500 -999 David Christianson Michelle Karkhoff C hristianson ======== 1FOltMtt\~Yr, kvlFTSI~ ~:::::::: IN vR~~ 6~felRIT SOC I ETY Investing'Toaayin Leaaersfor 'ToTtWrrow (7f ugsburg 's Maroon & Silver Society was laun ched in 2000 as part of The Augsburg Fund. It recognizes donor s who are _.l'-1.co mmitted to supporti .ng curr ent student s by pledging to spo nsor an Augsbu rg scho larship for four years wit h an ann ual gift of $ 1,000 or more per year. Members of the Maroon & Silver Society lead the way and encourage others to join them , stepping up to a new level of giving to build the "living endowme nt " that The Augsburg Fund provides. Please consider jo inin g the curr ent char ter members who are helping to build a solid base of ongoi .ng financial support that is essential in attracting and retaining our outstanding students. Gifts can be made annuall y, quarterly , or monthl y. If you would like information regarding this opportunity , contact Donna McLean: 612-330-1179 , 1-800-273-0617 or < mclean @augsbur g.edu > . D ( I/We are interested in joining the Maroon & Silver Society. Please send the pledge information. (Complete nam e and address below) -- 0 Yes,I/We ENCLOSE an annu al gift to The Augsburg Fund : Amounts: up to $ 119 $120-239 $240-499 /circ/eouc) $500-999 $1,000-2,499 $2,500 and up 0 I/We PLEDGE $____ in support of Augsburg College, to be paid on or before May 31. I/We plan to make payment s: /circle 011e) Monthly Quarterly Semi-annually Please send reminders beginning __________ _ 0 Please CHARGE my gift to: /circle one) Visa MasterCard Name on card ________________ Card number __________ Signature __________________ 0 American Express _ Exp. date ___ _ _ ELECTRONIC FUNDS TRANSFER (EFT program ) (Monthl y gift transfer from my bank to Augsburg-p lease send me the Simply Giving forms) State ______________ E-mail ______________ .Zip _______ Class year(s) __ 0 My/Our emp loyer will match my/our gift. Enclosed is my/our matching gift form. 0 This gift can be matched by Thrivent Financial for Lutherans (LB/AAL) 0 Augsburg College is in my/our will. _ _ 1/03/ AA .A-UGSBURG Place COLLEGE 22 11 Riverside Ave Minn eapo lis, MN 55454 Stamp Here The Augsburg Fund Augsburg College Camp us Box 142 22 11 Riverside Ave Minn eapo lis, MN 55454 $240-499 Burton Haugen Gary Larson Janice Nelson Jonathan Nye Brian Olson $240-499 Linda Wahlberg Jenneke Linda Bailey Holmen Gary Johnson Richard Pearson $ 120-239 Gary Anderson Gary Ellefson $500-999 Robert tromme n $ 1,000-2,499 Karen Johnson Brudvig Merilee Klemp Norman Wahl $240-499 Ronald Hoverstad Elizabeth Turritcin Lien Brian Wigdahl $500-999 Andrea Johnson trommcn Jon Hanson S120-239 Lorraine \'(fiecz.kcAaland Margam Rein Bade Timothy Brady Joann Koclln Frankcna Lyn Froiland Percr Gale Thomas Haas Richard Habsrritc Thomas Howe Ronald Johnson Sheryle Siegfried Kaluza Kathryn Modrow Kufus David Lehrke Pacrick Marcy Julie Olson Munson Donald Prose Karen Sandness AJan oli Nancy Becker oli Gifts up 10 $ 119 Vivian Yonker Anderson Darla Lovaas Frantz Srevcn Frann John Gisselquisr Judy Bacon Haugo Nancy Olson Hrdlicka Karen Johnshoy Hcsla Christine Jacobson Jeatran Stephen Jea1ran Nancy Klein Maland Bradley O lson Catherine Berglund Becker Rebecca Nystuen Berger Scott Brown Janer churr Brubak Ste\'en Carlson Joyce Catlin Marilyn Rude Chindvall Beverly Ma11SonConboy Douglas Co nboy Beverly Fermon D uane Foss Corrine Froelich Frank Kathryn Frank Roger Gorham James Hagen Lyth Harn Ruth Gundale Hillebrand GiflS up 10 $ 119 James Arends Sandra Knudson Beito Nancy Brown-Koeller Dawn crauch Holmes Rhona Newpon Brysky Ann Knurson Bundy David Heikkinen Rad1el Iverson Paul Holmes Thom as Jensen Mark Johnson Susan Benson Karkhoff Bonnie Ursed, Koch Cynthia Hicks Kelly LarryLaingen MargrecaMagelssen Mark Ladwig Cheryl Lindroos Marcin Deborah Anderson Miller Michael Nelson Pamela Nichols Nelson Alan Huus Carol Ellingson McMillin Vivian Moe Steven Nelson Roberc Nilsen Bruce Pam:rson Susan Maahs Rowan Judi, h andeen Sandell T homas nell Ronald Spencer Mary Kay Johnson censvaag Saul Stcnsvaag Nancy Voss Marlys Oelschlager Withers CLASS O F '73 Numberof Alumni: 292 Tora( Amoun, of Gifts: $5,470.00 Parricipario n: 19% $500-999 Rebecca mich hrist.ianson Marilyn Gissclquisc Andrew Morrison Gregory Carlson Lavon Emerson-H nry Marvin Felderman Bryon usrafson Marcia T hompson Hagen Marvin Levake Mark Mattison Mary Muhlbrad, Daniel Nordin Kristinc Olson Kathleen Quick Joel Raaen Pamela Enge Rausch \Villiam Roen Stephen Rolfsrud $ 120-239 Dean Anderson \'v'aync Anderson Jo Ellen Schramm A,mcss William Axncss Stephen Blake Karen Hayes Brophy Cynthia Behmer Gale Nan9 rThomsen HcckJcr Jene Morey teven Otoo l Barbara Ruud Revuelras teven Reznicek Daniel Rodgers Nancy Sandro Julie Johnson Westlund Gifts up to SI 19 Jo Ann Berg BabIitch $2,500-4,999 Pamela Birdsall Richard $2 0-499 onnie Garry Adams David Dahl Subhashchand Patel Allan Tonn Allan Torsce.nson $ 120-239 Duane Esterly Sheryl Birk Gable Gifts up 10 $ 119 Mark Bengrson Paul Breitenfeldt Brenda Hoppes acradoris Andrea Erickson Stephanie Gierke Gustafson Lila KJanderman Hambleton Jann Meissner Hamilton Raymond Hamilton Keith Howard Carol Jernberg Richard Kruger Diane Loeffler Ruth Anderson Lofgren• Clifford McCann Susan Johnson Mc eill Nancy Soli Mollner Ka1hleen Murdock Gayle Baker Hofmann Daniel Nelson Lyle Horrmann Marlene Chan Hui Shirley ChriS1ensen Nickel Thom as Koplin Elizabeth Kasee Pedersen Brenda alberg Peterson James Ring Carl Oslund Alan Krancz David Levine Judith Lu-Lawson David Paun JuJianne arlson Pederson Bonnie Peterson Daniel Pererson Michael Lundeby Paula McDermid Lundeby Philip Lundin ail Butson Maifeld Jan O'Brien weec Philip Pe1erson Timothy Miller Paige Nelson CLASS OF '76 Number of Alumni: 304 Total Arnouni of Gifts: $26,538.00 Janice \Veum Philibert William Nelson Wendy Nilsson Mary Clapp Overend Karen Dahlke Rodda Carol Sime Donald Swenson Samuel chmeling Doro1hyTanaka Storeygard Paula Roberts Tetzloff Len \'v'ojcowicz Participation: 23 % Randel Widmom Linda Larson Pipkorn Lecda Premil Pitra $ I 0,000 or more H. Theodore Grindal CLASS OF '74 Number of Alumni: 283 Total Amouni of Gifts: $ I 65,402.00 Mary Ran laff Ward chendel Charles Schul, S I ,000-2.499 Scott Anderson Parcicipation: 22% Lynn Co rrin eykora Larry Thomp son Stephen Reinarz. SI 0,000 or more Richard olvin $2,50 0-4,999 Ru1hJohnson Laurie Johnson Thorp Timo1hy T horp Kathryn Anderson Wahl Kathleen Tinserh rla Johnson Velenchcnko Mark Zellmer $ I ,000 -2.499 Jeffrey Dahl CLASS OF '75 Number of Alumni: 220 Toral Amouni of ifrs: $ I 1,872.00 Kenneth Holmen Participation: 18% 15 Linda BergsethJarvis Lois Wattman $500-999 Karen Hesselroch Ru1h Dahlof Vedvik (Gifts received June I , 2001 10 May 31 , 2002) $240-499 $ 1,000 -2,499 Steve n Bloo m Mary Qu anb cck Barber Barbara Brooks Deborah Fredrickson Crowley Laurie Paulson Dah l Marilyn Pearson Flo rian Daniel Eicrheim Rose lyn No rdaune Do uglas Mellema Stephe n Sveom CLASS OF '78 Numb er of Alumni : 292 Total Amount of G ifts: $24 ,901.00 Participation: 25% $500 -999 $ 10,000 or more P. Dawn Heil Taylor Robe rt An derso n $ 120 -239 Janee Nelson Anderson Inez Schey Bergquist John Ronn ing Joyce Larson Brown Belvin Doebbcrc Jeffrey Edson Ruth Fairchild Susan Gangsei Rachel Rohde Gilchrist Tho mas Koelln Steven Kuross Randa ll Lundell Douglas Ndson Beth Qua nbeck Pauline Rathje Rodgers Jerome Rold« Mark Roloff Debra Wh eeler $24 0-499 Mary Fastner Bloom Debra Daehn-Zel lmer Mark Hall MarkSchmidt John Sonn ack Antoinette Laux Sveom David Wygant Patrick Zumbusch $ 120-239 Alcon Benncrc Lori Berg Bright Lee Hagberg Lisa Lunge-Larsen Gifts up to $ 119 Jod y Bymark-Boughto n Jon Bergherr Daniel Cassada Jean Maland Dah l Vendla Fahning Susan Guenthner Garness Joan DeVore Gish Donald G rote David Halaas Shari Simonson H anso n Susan Ro thman Ho lmscen Kim John son David Lane William Lindquist Susan Forsmark Long Patricia Lundeen Solvcig Evenson Matcson Russell Meyers Larry Morgan Jan e Hensd in Murray D ean Myers Lynne Gilbertson Nelsen Jeff Nessler Dale Paschke Vicky Bergh Paschke Timothy Peterson C har les Rapp M ichael Sack William Schmidt Mark Selbo Joel Squa dro ni Minda Grist Squad roni Richard Sviggum Nancy Nelson Temtc Cynthia Theo rin Kay Schiller Trapp Sally Tabor Wojtowicz Thomas Zarth C LASS OF '77 N umber of Alum ni: 276 Total Amount of Gifts: $ 13.435 .00 Philip Raaen Mark Rubenstein Joan Southworth James Strommen Jud ith Knudso n Stromm en Linda Carlson Wescott Gifts up to $ 119 Nancy Bergstro m Allen Debra C hase An derson Eric Au ne Wi lliam Babcock Scott Bouman Ow aine Bruns Pamela Carlso n Cheryl Palmer Dam i Cynt hia Anderso n D uty Wayne Eklund Susan Polkinghorne Evarts Mary Fitzhar ris James Haley Marlene Ell Jorgensen Susan Lagcson Lundh olm Do uglas Merrill Lori H asslinger Merrill Patricia Sausen Myers G regory Nelsen Randall N elson Ruth Und erdahl-Peirce j oy John son Ritte nh ouse Paul Ritte nh ouse John Sandn ess Marna Schield John Schraan Jerome Spettman Mark Sterling Timo thy Strand Bernie Swenson Sharon Svendsen Wanvig Christine Webber Lou Ann Dietz WeAen Marjorie Ellis Welde Virginia Bond e Zarth $ 1,000 -2,499 Kendra Bonderud Allison Everett Kenneth Svendsen $50 0-999 T homas Bramwell Jenni fer Abeln Kahlow Bev Ranum Meyer Dennis Meyer $24 0-499 Th omas H endri ckson Michael Sparby Gerald Wood Louise Dahl Wood $ 120-239 Bradley Anderson Mary Powell Ashley Debra Bjurquist Aun e Joan Brustad Thomas Burnside Peter Hanson Bonnie Lamon Moren Jonathan Moren Cynthia Peterson Connie Lamon Priesz WJ liam Ruckel Patricia Rydeen~Barnes Mark Severson Suzan Moe Stegemoeller Steph en Th ompson David Wi lhelm Gifts up to $ 119 Dirk Abraham Kris ti Swanson Ames Bradley And erson David Backman Kirsten Sateren Bergherr Jody Yaroch Bordwell Ma rk C hristoffersen Mark Depaolis Donna Woodwick Didriksen Jeffrey Freier C hristo ph er Geason Sand ra G lass-Sirany Bruce Hendrickson Gary Hu ghes Score Kemper Linda King Ca rol Fevold Koepke Jul ie Anderson LaRose Brad Larson Darla Burbach Lindquist Caro l Romn ess Loncar Keith Lund ell Tama lyn Anderson Lundqui st Th omas Lundqui st C laud ia Johnso n Mills Robert Morrow Carol Krassin Nissen Paula Winchester Palermo Participation: 22% 16 Bruce Peterson Donadee Melby Peterson Terry Reznicek Scott Rysdahl Janee YacsaasSchubert Kevin Shea Robert Storeygard LoraThompson Sturm Richard Swenson Janis Thoreson Amy Jo Th orpe-Swenson Janice Unstad Joan Bredenbe Van Wirt Deborah Lease Wagman Megan Webster Tim othy Wolter CLASS OF '7 9 Numb er of Alumni : 290 Total Amount of G ifts: $ 15,848. 00 Participation: 23% $ 1,000-2,499 Kevin Bonderud Paul Daniels Sally Hough Dani els L. Craig Estrem Th eresa Serbus Estrem Christoph er Haug Mark Moksncs Pamela Hanson Moksnes Julia Davis Styrlund Philip Styrlund Jeffrey Swenson $5 00-999 Laurie Carlson Terry Jellison $24 0-499 Laurie Nelson Orlow Jay Phinn ey $ 120-239 Annette Johnson Anderson John Aun e Rebecca Lundeen Aune David Eicrheim Scott Hanus C hr istel H am vick Meyer Adelaide Peterson Parbst Debra Mercier Peters Grant Rykken Mark Tonsager Jane Ol son Vukelich Scott Weber G ifts up 10$ 119 Eric Anderson Linda And erson Patrick Ashwood Mark Aun e Rebecca Lundeen Berkas David Boots Th omas Bordwell Steven Brandes Pamela Ca ntley Mary Krassin Con way Mary Brandt Croft Ca mille Dehlin C raig Ellestad Cynth ia Erickson Kathleen Danielson Gabrielsen Julie Edson Geason Annette riem Geiselman Catherine lngman Golv Kim Ranaka Gyuricsko Marion Hinz Vernon Holmes McIntyre igne llstrup Joni Jensen Ayrlahn Johnson Holly Grotcn Krekula Karen Rust Kulenkamp Thomas Kulenkamp usan Lenan Mark Lewis Philip Madsen Perry Malcolm Marguerite McDonough Susan Ohncsorge hawn Pagliarini Jacqueline Roesler Peterson Deborah Larson Schuln Barbara Stoffel hdley Patterson ruen Jody Anderson Sundlee Dana Patch T homas KathyYakal Margaret Youngquist CLASS OF '80 Number of Alumni: 292 Total Amount of Gifts: $ I 8,473.00 Parcicipation: 20% $ I 0,000 or more Laurie Fyksen-Beise $ I ,000-2 ,499 Phillip Nelson Gary Tangwall Ann Holmberg Wilson S500-999 Marianne Lundberg Kulka Martin L1rson $240-499 Anita Hill Hansen JeffreyJames Maryl Gardin Jordahl ynrhia Ellman Kneisl Jacqueline Brookshire Teisberg $ 120-239 Charles Burmeister Daniel Carlson Robert Roy Janee Sorensen Rubenstein Lisa Rusinko Paul annerud Diann Uzelac Gifts up 10 SI 19 Brett Banerson Thomas Berkas Gayle Lammi Boyer Patricia Boyle BradBrewster Jon Burnison \Xlilliam Carlson Sharon hrisrensen Holly Roelo fs Dodds Kiistofer Fenlason Claudia Walters Forsberg Dann Forsberg Brian Gauger Gail Wagner Gordon Timothy Gordon Paul Harcmark Jeanne Haugen Dawn Hendricks Mary Gustafson Hotchkiss Peter Jackson Richard Jackson Lorena Jueneman Sandra Ketcham Paul Kilgore Robert LaFleur JoAnne Moeller-Andersen StacyJohnson Monson Kristen Olsrud Roald areren Peggy Schneewind Schroeder Valorie Lcbus Sidlo Cheryl Michelsen Slenen John Sorenson Mark rrandemo Gayle Anderson Teskey Kory Teskey John Wagenaar Chris Walker K. Phoebe Worthington Robyn Arnold Zollner Gayle Taylor tiller tcven Stiller Karla Morken T hompson Jeffery andgren Katherine Aune \'<lade Gifts up 10 SI 19 Paul Amos Susan Hanson Asmus RichardBennett Lorraine Bergquist David Berryman Linda Olson Brandt Ju]ie hristenson Brenny Terrence Brown Roxanne Rauschnot Buchanan Elizabeth arlson Scott Daniels Mary Deering Wendy Fiscus Dybdal Judy Munk England eal Halvorson Jean Hanson Kay Kennedy Henjum Rand Henjum Penelope Larson Hinderaker Mark Hultgren Peggy Eggen Hyytinen Elizabeth Bly Iverson RurikJohnson Diane Peterson Kachel Heidi Smith Labyad Karen Flom Lee Jon Lillejord Kay Malchow Malchow Kimberley Olson Miklya 1imochy ohr Lynda Bonsell 011 John Pearson John Sackrison Shelley Swanson Sateren Sheryl Anderson Shark David Sortland Ronald Tungseth Katherine Drechsel Vichich David \Vilson Dale Womeldorf Steve Zard1 $2,500-4 ,999 Dean undquist Gifts up co $ 119 hris Anderson Christopher Ascher Janis Blomgren Aune Arlin Becker Mcryem Mcstoura Berge rcgory Boone John Brett Julie Gilyard Breer Brian Budenski Richard Buller Michael Burkhard, Andrew Ellena Laura Fairbanks Peter Frochlke Louise Becken Gallagher John Hoffiander Walt Johnson Cynthia Landowski Jones Erik Kamen Laura Kasdorf David Leonidas Charles McCan Dana Holmes Mel ncyre Dean Moren con Musselman Janine Mattison clson Julie Holm Odi l LoriJohnson Rosenkvist Susan Dahlgren ackrison Susan Horvat chiller Kirsten Schwappach hristine Halvorson Sheldon Stephanie Torgerson Sipprell Kari Anna Bcckmen Sorensen Penny Becker Sullivan Linda Roop Svendsen John Twiron Kathleen Knost Van Ness Maureen \'(lebscer Kathy Yelle $ 1,000-2,499 Leeann Rock Steven Rosvold Naomi Christensen Sraruch CLASS OF '82 umber of Alumni: 356 Total Amount of Gifrs: $ I 2, I 50.00 Participation: 15% CLASSOF '83 Number of Alumni: 327 Total Amount of Gifts: $4,533.3 I $500-999 Pamela Hen.an Crowell Steven Grinde $5,000-9,999 Kari Ann Eklund Logan $500-999 Karina Karlen Joan Moline Christopher Nelson CLASS OF '8 1 Number of Alumni: 284 Total Amount of Gifts: $35,744.04 Participation: 23% $ I 0,000 or more Tracy Elftmann $5,000-9 ,999 Robert Wick $ I ,000-2,499 Brian Anderson Elizabeth Barn $240-499 Barbara Burke Benshoof Galen Bruer Kimberly Markie John Scrommen $500-999 John Evans $240-499 Susan Cash Lori Moline $ 120-239 Brian Arvold Camilla Knudsen Carlson Sharon Oglesby Christian Barbara ilben Kristofer Hon on Kristine Johnson Fred Larson Lyndon Nelson Elisabeth Lundeen Sandgren David Soli $ 120-239 Leslie Boyum Michael Cady Sharon PautzCarey Jeff Christenson Kristine \'<l est Denton Randall Peterson 17 Participation:12% $240-499 Melinda Causton Lee Allison Larges O'Day \Villiam ,vanson $ 120-239 Mary Thureson Belden Paul Elliott Mark Hassensrab Scott Henderson Jean Lucas Horton David Meslow Maren Lecy Ogdie Jerry Quam (Gifts received June I , 200 1 10 May 3 I , 2002) Gifts up to $1 19 Timothy Asgrimson Mary Yurick Bennett Jean Nadeau Boerner Brenc Eberc Mary Stord ahl Floyd Meredith Gardin Debra Hannu Jan e Helmk e Lynn Helmk e Janice Haselhorst Hostagcr C harles Houts Marya Manso n Hultgren Miriam Gisselquist Jensen Terry Johnson Susan Hackbarth Lundq uist David Ostrowski Janet Griffith Sand ford Kariann Dahl en Sann y Michael Schwartz. Jam es Sierakowski Nora Andersen illcrud Michael Swanson Daniel Th ompson Jeanette Hovey Thompson Rebecca O stendorfTun gseth Merilee Sander Womeld orf Michael Pickett Julie Schuett e Amy Chang Shih Kari Everson Strong Michael Stron g Michael Weidner Daniel Westrum Jay Zieman n CLASS OF '84 Numb er of Alumn i: 28 I Total Amount of G ifts: $ 16,643.84 Pani cipation: 12% $500-999 No rman Okerstrom $ I 0,000 or more Roger G riffith $2,500-4,999 Paul Mu eller $500-999 Kyle Anderson Kim Asleson Okersrrom S240-499 Cunis Eischens Rhonda Ricsberg Tj aden $ 120-239 Cynthi a Eicher John Enn en Susan Richm ond John son Carmela Brown Kranz Perry Madsen Patrick Sir Gifts up to $ 119 Martha Hanson Bacon Dave Covan Jim Finch Laurie O fs1edal Frattallone Kristin Swendscid Gomez Katharine Kuchera Gruber Karen Jensen Kent Karnick Lisa Rykken Kasder Patt i Lloyd John Miklya Gai l Morland Anth ony Nelson Laurel And erson Onhm eyer Patricia Peluf Brenda Hansen Peterson CLASS OF '86 Number of Alumni : 284 Total Amount of Gifts: $6,225.00 Participacion: 13% $2,500-4,999 Wi lliam Anderson $ I ,000-2,499 Jona than Gusdal CLASS OF '85 Nu mber of Alumni : 304 Tota l Amount of Gifts: $25,54 1.35 Participation: 13% $240-499 John Wahlberg $ I 0,000 or more Jean Taylor $ 120-239 Lisa Pestka Anderson Todd Anderson Dian a W ilkie Buffie Janice Ca rlson Ann Erkkila Dud ero Manha Gisselquist Michael Goebel Susan Hindl ey Goebel $5,000-9,999 Cheri H ofstad Kamp $2,500-4,999 Nancy Mackey Mueller $ 1,000-2 ,499 Marie Eicrheim Lee H awks Lisa Svac H awks Gifts up to $ 119 Susan Smith Ambourn Duane Birnbaum Kenneth Boehm Virginia Carlson Anne Conzemius Richard Danielson Peter Dietz David Drake N icholas Gangestad Linda Gfrerer Mich ael H eil Todd Hubb ard KristenTraun Knoepke KarinSabo Mamor Kristin Settergren McGinness Thomas Miller Ann Selberg Robin son Lance Rusco David Shaskey Tammi Kleinert Trelstad Joan ne Whiterabbit John Yazbeck Mark Zaruba Lois Vaagenes Zio lkowski $240-499 Steven Lee Linda O tt Michael Tjaden $ 120-239 Sherry Sein Akridge BrianAmmann Dawn Gerber Ammann Jane Blameuser Rollin Erickson Dwighc H eaney Michael Pirner Gifts up to $ 119 Katherine Spoo lman Ahlrich Peter Auran Bernie Brunello Michael Burden Dale Christ op herson Joy Deni se Burkhart Dean Quin n Karpan Carrie Kosek Knott Ca rol Knutson Theresa Kentopp Nelson Cath leen Smith Pagels C harles Rath Tame ra Osell Rath Gregory Sapp Serena Sprenger Steffenhagen Kay Strat ing Noel Swanson Ann G ullikson Tanko Thomas Terpening Denise RolloffTewes Kaye Schouweiler T hibault Paul Thomp son Scott Thomp son Sue Thompson CLASS OF '87 Number of Alumni : 396 Total Amount of Gift s: $3,860.00 Participation: 8% $500-999 Alice Dahl Roth $240-499 Michael Schneider Lisa John son Wah lberg $ 120-239 Angela Schilling Aitken Brian Brakke Vicki Ellingrod Keith G liva C hrist oph er H olman Drew Privette Steven Severtson Paul Terrio Tracey Morris Terrio 18 Todd Weis KariHuseby Wessman Greg Wilson Gifts up to $ 119 Daniel Aune Amy Hyland Barett Ch ristine Wacker Bjork Robert Bjorklund Mary John son Boehm Caro l C hase Lisa Brakke Geislinge r Jean Guenther Christian Hahn Julie Ol son H endricks Andrew Moen Jani ce Olson Debra Om an Paul Rensted Emalee H ayden Vicker Mark Wheel er Don ald William s CLASS OF '88 Numbe r of Alumni : 3 I 9 Total Amount of Gifts: $5, I 55.00 Participation: 12% $ I ,000-2,499 Chris Pieri Arnold Jannes Arnold $240-499 Clay Ellingson PatriciaLong $ 120-239 Susan H akala G liva Patrick Lilja Brent Lofgren Susan Warnes Quam Richard Smith Eric Solberg Sandra Ludtk e Wass Heidi Norman Wise Gifts up to $ 119 Douglas Baretz Paul Blomquist Kelly Peterson Duncan Jean Eilertson Margaret Nutter Guelker Cheryl CarstensenGunderson C hris Hallin Wendy Sherman Heil PerriKammerlander Hire Carl Holm Louise Brown Immen Kenji John son Dawn Hoime Kalb Chris LcBourgeois Julie Lindesmith Jodi Ugland Loosbro ck Deborah Maloney Susan Carlson Marcinkowski Mark Morken Lisa SchwartingMorrone Jennifer Snater Olson Beth O stergaard Rebecca Arvold Pfabe Debra Lindem an Slack Merry Jo Myhre Stroot Kari rrun CLASS OF '89 Number of Alumni: 349 Toral Amount of Gifts: $4,09 1.88 P3rcicipacion: I0% $ 1,000-2,499 Todd Sceenson $240-499 hcryl olomonso n C rocken Marcia Medley Annette Hanson Patel Donald Wichmann $ 120-239 Kari A.rfscrom Carolyn Ross Isaak Brian Larson Melissa Olson MahcndraTiwari Gifts up co $ 119 Steve Acuna Stephen Ainswonh Merrilee Miller Brown Keich Dahlen Kristin Eggerling Elaine Laswell Foell Linda Graziano Sheila Janson Gutmann Amy Johnson Hanson hrisanne Reberrus Holm Lauren Johnson hristie herman Kraabel Gloria Picha Kuebelbeck Devaney Looser Leah Parker Maves John Mayer Linda Ruekerc Verjean Buss chindeldecker Carol Skoglund Suess Ttmo,hy Suess Steven Th o m Aaron \'(/arw ick Gail Moran \Vawn.)1niak Terfussa Yadessa CLASS OF '90 Number of Alumni: 338 Tora! Amount of Gifts: $7, 190.00 Participation: 11o/o $2,500-4,999 David Chad S 1,000-2,499 Kurr \'(lchrm ann Jeffrey Sulzbach Dan Terrio Michael Nutter Kevin ime Cachy Svendsen Springhorn Dean Wahlin Gifts up co SI 19 Carol Mason Baker Emily Blados Lisa McEachron Caswell Teresa Hengy Christianson Kimberly Ryding Dahlen Amy Marquard, Elmer Patricia Ringwdski Erickson Rebecca Fahlin Greg Hanson Robert Harris Lisa Elwood Hiedeman Ora Hokes Deidre Dien Jacobsen Sally Hedman Lawless andra Swanson Mathisen Julie Edstrom Olson Claudcrtc Parris Jane VanOverbeke Peterson Party lshaug Pieper Pece Riniel Bradley chafer CLASS OF ·92 umber of Alumni: 485 Tora! Amounc of Gifts: $4,32 0.00 Participation: 9% $500-999 Peter Hespen $240-499 $ 120-239 Joshua Greenwald Emily Birch Klooz Bonnie l..arson-Terrio Jennifer Peterson Lynn Huotari Pinonicmi Julie abo SI 20-239 Misti Allen Binsfeld Chris1opher Bush Tanya Qaasim English Joseph Hoialmen Gregory Lambach Ilene Ferris Olson Chad Shilson Peter Steen Marilee Poe Tangen A. Nina Bishop Tutde Terri Burno r Heather Johnston Molly Fochcman Schnagl Brian Swedeen Julie WesccorcTrafc $ 120-239 Debra Groez.ingcr Linda Klas James Lensing David Ogren Gregory Page Barbara Peterson Jennifer Piper Janice Not ermann chulz. Debra Sronc Schumaker Michael cofferahn CLASS OF '9 1 Number of Alumni: 4 10 Tora! Amount of Gifts: $6,855.0 0 Participation: 8% Gifrs up co $ 119 David Baker Laura Breckheimer Madelyn Browne uz.anne Lhocka Chinnock Elizabech rabrrce Kachy Lindberg Evavold Jonathan Ferrell Amy Raedckc Frischmon Donald Gish Janett Hamm Marilyn Keich Jacobson Bonnie Lerberg Carla Lindell ~aria rranon Mayer Debra Sceffenson Meier Jeffrey Meslow Suz..1 nne Miller Mary Molzahn Erick Norby Kristen Hauschild Norby Karla Bernier O'Brien Ti na Kubes Peterson Elizabeth Guyoc Purcell arole Moran Renner Carole Senty Janis Toramelli Alayne Thoreson Janel Schmid, Wahlin Michelle \'(/escrum $ I ,000-2,499 Colleen Kay Watson $500-999 Shirley Severson Darbi Worley $240-499 Jorgen Ellingson Patricia Peterson Gregory Schnagl $ 120-239 Renee Clark Judith Councilman Paul Klaiber Kenc Kleppe Rebecca Johnson Koelln Clayton McNeff Kevin Ronneberg Helen Durgin Royer Heather Laarsch Saby Kristin Dragserh \Viersma Gifts up co SI 19 Patricia Awker CLASS OF '93 Number of AJumni: 482 Tora! Amounr of Gifts: $4,295.0 0 Participation: 7% And rew Ca rlson $500-999 Alex Gontalei Bruce Holcomb Heidi \: 1sner caloch ,lliam Vanderwall ~ L,ura Bower Cunliffe Susan Dunleavy Janie Duerrc Hall Joelle AudecceHilfers Krisren Hirsch David Johnson Brenda Lunde-Gilsrud Todd Machlin arol Jacobson McKellips Kristin Miller Gregory Nelson $ I ,000-2,499 Andrew Fried $240-499 Jason Koch Eli1.,bech Pushing 19 Gifts up co SI 19 Rita Billington Gary Bucher Juanita utler Mark Deming Laurie Palmer Drolson Janice Erickson Bruce Frederick Darren Garren Michael Haukaas Melissa Danko Machlin Tracy Mena Kimberly Meslow Cassandra Moering Patricia Norby Terry Okonek Lynley Richards Devon Ross Doris Rubenscein John ander Sherrie Knauss Seidensricker Ka.ri orrum CLASS OF '94 Number of Alumni: 45 I l ocal Amounc of Gifts: $4,187.3 1 P::ucicipacion: 7% $500 -999 Susan Horning Arnn Jackie Kniefel Lind Lisa Schroeder elson $2 0-499 Kure lark Sara Rhines Masters David Narr Nancy Lindquist Toedt S 120-239 Jennifer Fcine Hellie Denise ideen McNeff Mary ox Taylor Gifts up co S I 19 Ben Brucciani Julie Deir, Clarke Christine Clay Richard racrafc Julie Wyman Foley Amy Gehring Kathleen Grundhoefer Lori Langager Higgins Joan Johnson Karen Grobe Johnson Deborah Emery Knutson T homas Lalim (Gifts received June I , 200 1 10 May 31, 2002) Patricia Norum Maguire Mary Melberg Amy Noran Julie Severson Norman Jonathan Rose Sandra Rydeen Lois Schmi tz Deanna Srurlaugson Vicky Thomp son Sandra Voss Wollschlager CLASS OF '95 Number of Alumni : 487 Tora! Amount of G ifts: $3,050.00 Participation: 6% $500-999 Jonathan Arnn Susan Esrenson Johnson $240 -499 C indy Weyhrauch $120 -239 Diane Clark DuBois Dale Parvi Karin Ludwigsen Rochester Kent Tangen Gifts up co $ 119 Jane Anderson Alan Brandley Grant Chrisrianson Carole Lemcl Clymer Amy Torgclson Forsberg Elizabeth Matile Henness« Nancy Holmbl ad Julie Radke Hull Gale Hurt ado Jensen Greg Johnson Rachel John son Katherine Kioehn Deborah Knudson-Seliski Sarah Evans Kuehl Luke Malloy James Osberg James Rustad Kristen Ryan Susanne Shu ler Melody Royce oderberg Caro l Van Hulle CLASS OF '96 Numb er of Alumni : 464 Total Amount of Gifts: $ 1,80 5.00 Participation: 5% $500-999 Lee Swanwoud r Hartmann $ 120-239 Polly Anderson ScorrAnderson Robert Fitzsimons Jr. Gord on Flanders Anne Lalla Gifts up to $ 119 Karla Hyser Betz Michele Braley Heather McGmigan Brandley Connie Arndt Clausen Nils Dybvig Jason Hanson Steven Johnson Craig Johnson Catherine Kurvers Cathy Koepp Maki Terrisa Meek Miller Kay Larson Mitchell C herish Rapp Pham Karla Singer Rebecca Johnson Sogard James Sout h Shelley Suppan Weiss $240-499 Co nrad Meyer Th omas Ruflaner $120-239 Delight DeMulling Dustin Froyum Mark Goen Calvin Hanson MarchewRochesrer Susan Con man Spreiter Gifts up to $ 119 Emily Elicerio Braun Yiraco C hichaco Eloisa Lee Echavez Joan Williams Game Sandy Butcher Gebauer Henry Gercen Kaydee Kirk Joh n Pena Andrea Pumplun Heather Gunderson Rose Ted Schuln Bob Schuln Jane Danielson Stone Susanne Weiss CLASS OF '97 Number of Alumni: 447 Tota l Amount of Gifts: $4,800.00 Participation: 6% $ I ,000-2,499 Susan Gutk necht Tara Cesareni McLeod CLASS OF '99 Numb er of Alumni: 4 I 5 Total Amount of Gifts: $3 , I 70.00 Parcicipation: 4% $240-499 Teresa Cook Dawn Haglund Robert Nelson Mary Lauer Waln Susan Wygant $ I ,000-2,499 Deborah Hun erer Devean J. George $ 120-239 Mona Domaas Linda O liva $500-999 Pamela PreimesbcrgerBaker Gifts up co $ 119 Amy Anderson Michelle Breen Kathleen \'(,'jlder Burns Kennet h Hagen Katherine Hole Rita Hu ber-Ge rmsche.id $24 0-499 Lisa Askegaard Th eurer $ 120-239 Marissa Hurccrer Daniel Munson Jennifer Amundson Palmer Mike Jerde LaurelOlson KJawitce r Gifts up to $ 119 Brem Fesrer Natasha Hamann Wanda Olson Jasch Lisa Nos Craig Peroutka Renee Fournier Rodewald Steven Sathre Sarah Ginkel Spilman Jennifer Tome Todd Tour and Joseph Wi nter Harry Lockrem Ario Miller Rebekah Orm sby Shirley And reason Saccoman Elaine Scharpen David Setterberg Susan Thomp son Amy DeMars Wilson CLASS OF '98 Numb er of Alumni : 4 14 Total Amount of Gifts: $2,555 .00 Participation: 6% CLASS OF '00 Number of Alumni: 443 Total Amount of Gifts: $3, I 85.00 Participation : 5% $1,000 -2,499 Terry Marquardt $500-999 Carolyn Hardel $240-499 Joshua Cagle $ 120-239 Kent Dahlen Christine Lanoue Landherr Sherilyn Storms Murphy Andrew Zigan Gifts up co $ 119 Sara Allen Adam Danielson James Erickson Cynthia Graner Patricia Heinz.mann Karisa Isenberg David Kelly LorriKenny Sr.ephanie Lein Th eodore Page Catherine Rosik Shea Susan Newcomb Thompson Dianne Trdan Mary Vorhes Samuel Walseth CLASS OF '01 Numb er of Alumni : 468 Tora! Amount of Gifts: $1,400.00 Parricipation: 6% $24 0-499 Jimm y Kline $120-239 Lori Keith Michael Kirk John Parrikus Gifts up to $ 119 Nancy Peterson Anderson VirginiaGroneberg Backman April Bancroft Tami Brown Angela Bryant Rita Gacke C lark Craig Ode gard Jennifer Eckman Douglas Grauer Timothy Harner Andrew Hansen Andrew Howard Susan DeYoung King C harlene Leone Eric Long Carrie McCarville Sheri Miller SherrieKlassen Pre.score Paula Fleischauer Schroeder Gordon Thomas Kathy Kisro Wilson Linda Young $ I ,000 -2,499 C hristop her McLeod Every cffon has been made to ensure th at all names arc included an d sp elled correctly. If you notice an erro r, please call Kim Olm sted at 1-800 -273- 061 7 . 20 ANNUAL GIVING Faculty& Staff $ I0,000 or mo re Philip Fandrei \Villiam Frame Norman Holen $5,000-$9,999 Philip Qu anbeck, Sr. '50 $2,500-$4 ,999 David Anderson Jeroy Ca rlson '48 Thomas Morgan $ 1,000-$2,499 Richard Adamson Sally Daniel s '7 9 Paul Grauer Sonja Hagande r Daniel Jorgensen Christo pher Kimball Susan Klascus Merilee Klemp '75 Donna Mclean Barbara Nagle Maril)'" harpe Patrick hcehy BeverlySrranon Grace Sulerud ' 58 Geo rge verdru p '46 Jeffrey Swenson '7 9 Richard Th oni Berry Wade Donald Warren David Wold $500-$999 Heidi Breen Ronald Palosaari Bruce, Reichenbach David Sclnvain Joie and Franki e hackclford $240-$49 9 Leif Anderson Kristin Anderson C harles Lee C larke Teresa ook '97 Lawrence Copes Larry C rockm David Dahl '75 Marilyn Florian '7 6 Ann Ga rvey Bradley Holr '63 \Xlilliam Jasperson John Knighr Barbara Korm an Rosemary Link LauriLudeman Carlos Mariani Craig Maus Esther McLaughlin Art Meadowcroft Co n rad Meyer '98 John Mirchell Norma Noo nan Sandr a O lmsted '69 Vicki O lson Dale Pederson ynthia Peterson Jay Phinn ey '7 9 Jill Pohrilla Larry Ragland Thom as Ruffuner '98 Cha rles heaffer Donald Sceinmerz Rebecca Tame Nan cy Toed , '94 James Ca rey Lyle Griner Arlin Gybc rg Richard Hardel Garry Hesser Mary Jacobson Do nald Wichmann '89 J Amb rose Wo lf Joseph Young Jennifer Kahlow '78 Lillian Maunu Jane Nelson Bersey No rgard Norman Okersrrom '85 $ 120-239 Brian Ammann '85 Margaret Anderson Jo hn Benso n '55 Antho ny Bibus Bethany Bierman Janelle Busse rt John and Peggy erriro Laura C ichockc Jacqueline deVries Jay Dobberstein Rebekah Dup onr Mark Engebrcrson Ca rol Forbes Cymhia Greenwood Joan Griffin David Hadd en Calvin Hanson '98 Paul Helgerson Jennifer Hellic '9 Srella Hofrennin g Irene Jensen Herald John son '68 Martha Johnson Co lleen junn ila Robena Kagin Benjamin Kem Kristen Kraft Joan Kuni Theresa Marrin Michael Navarre Lois Nielsen-Johns Jack O sberg '62 Patricia Park Joyce Pfuff '65 Drew Privette '87 Ph ilip Q uanbeck II John Reed Michael chock Kathy Schwalbe Paul Terrio '87 Mark T ranvi k Joseph Und erhill-Ca dy Sharon Wade \Villiam \Xlinenbreer Mary True Gifts up t0 $ 119 Sam Barber W'illiam Bierden Vernon Bloom LauraBoisen 21 Lois Bosch Michael Burden '85 Willi am Ca pm an Beth Carlson Janna Caywoo d Ryan Dehncl Diann e Decloff Suzanne Doree Elo isa Echavez '98 Doran Edwards Mary Ewerr-K nodcl l V Fesenmaier Kathryn Flarer Laurie Franallonc '84 Srephen Ga brielsen '63 Diane Glorvigen Douglas Green Brenda Hemmingsen ancy Holmblad '95 Ella Howell Adrienne Kaufmann Sreven Lafave Anne Lynch Raymond Makecver Karen Mateer David Mely Eliawira dosi Gordon clson Catherine Nicholl Michael O lson Julie Ol son '90 Noel Perir Diane Pike Deborah Redm on d James Roback '63 Devon Ross '93 Mart and Kathryn Rumpza Michael Schwarn '83 Ron Scorr '62 Mark S1rand emo '80 KathrynSwanson James Trclsrad-Porter David \'Vashingron Darrell Wiese '60 ANNUAL GIVING Parents & Friends S I0 ,000 or more Barbara and Zane Birky Jack and Joyce Boss Joel and Mary Ann Elfunann \Vdliam Ellingrod Ann e and Willi am Frame Barbara and Skip Gage Bobby and Barbara G riffin Norman and Evangdine Hagfors Jam es and Kathy Haglund Mark and Shirley H anson Beverly and Roe Haclen Donald Henn ings Kenneth Homm e Esrare Sand ra and Richard Jacobson Eric R. John son Bruce and Maren Kleven Dean and Susan Kopperud Diane and Phillip I.arson Geral d and Ann e Meim ell H elen E. O lson Esrate Edith B. No rberg Estate John and No rma Paulson Addison and Cynthi a S. Piper David L. Piper H arry C. Piper James and Eva Seed G len and Ann a Skovholr Johan Sverdrup+ M ichael and Deborah Szyman czyk Kathryn and John Tunh eim $5 ,000-9 ,999 Ilene G. Holen Pearl Husby G lenda and Di ck Hu sto n James John son and Maxine Issacs David and Cary l I.arson $2,5 00 -4,999 Ca therine and C harles And erson Doro thy Bailey Ruth and Floyd Case Pamela H. Oesnick Muriel Kappler Janet Karvonen Stanley and Edith Kan Jennifer and Richard Marcin Alan and Janee Montgomery Lorraine Morgan Roger Pulkrabek $ 1,00 0-2 ,499 Jay and Ann Boekhoff Richard and Jane Borchers John L. C hanon Avis Ellingrod Th omas J . Hoo ley Elizabeth Horton Mary P. H oven John and Mary Huff Helen Johnson Jerry and Bonita John son Rose-Marie Johnson Cod y and Eugene Kirkham Karen and John A. 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He nnessy James and Diane Henninger Finn Hcnrikssen David and Jeane Hedand Arth ur J. Heuer Jaclyn Heyda Joan n E. H icks Richard E. H ilbert George and Karen Hnasko R G. H oaglund Robe rt and Margaret Hoberg Th omas and Kimberly Hoffman Marjorie and John Hogan Donna Hogsvcn Sigvald Holden Mary Hoium• Mary Holzer Susan J. Hoseth Helene Houle Helmer and Margaret House Lois Hove Edich Hovey Gerda H ovseth Cheryl and Jeffrey H oward Olive Howard Patricia Chastain Howe Jessie Howell Valborg Huglen Steven & Norma Huishecre Mark and Na ncy Hun sley Jon and Bonnie Hunziker Beth and J. L. H upp Bonnie and James Hviscendahl Roberc E. Hyarc Brend a J. Iliff John Imes Bruce and Jean Inglis Margaret Irwin Th omas and Ca rolyn Jackson Janice Jacobson Joan and Gale JaUen Jacqu elin F.James Susan Jenkin s Alvern and James Jensen Keith A. Jensen Kenneth E. Jensen H eacher Jern berg Jeanne and Bill Jeska Kimberlee Jeska F. C. Jilk J. Marie and Lloyd Joel Beverly A. John son Bruce D. 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Kancen Ruth Kapitan Joanne Karvon en Bernard Kern James Kerr Jean Kersting and Charles Rea Mo llie H. Keys Lorraine Kieffer Debra and Sceven Kind Ronald Kind em Charles King Audrey Kirby Gretchen Kjeldsen Robert J. Kleinschmidt Pecer Klcsk Kari M. Kleven Leo Klohr and Jud y Occ hmi- Klohr Do uglas and Susan Klunk Lillian Knalla Judy Knighc K. Pecer and Loretta Knobe l Karolyn and Rohen Knox Agnes D . Knuch James and Arlene Knutson Lynn W. Koch Margaret C. Koch Sarah E. Koepsell Joan Konigson Beth An n Korkowski C harles Kouyoumjian Berey M. Kowalski Kathleen Krasky Ca therine and Robert Kraven Mark and Jill Krawczyk Laurene K.regncss Ma rilyn and Scocc Kregncss Warren K.regncss John and Shirley Krohn Du ane and Mary Krohnk e Mimi and James Kron Borgh ild Krueger Barbara Kuhlm an Kathryn and Randy Kuhlman Roben Kunreuther Harriett C. Kurek Jeanette and Max Kurnow Rebecca Kuruvilla Adolph Kvam Margaret Kvetko Dean D . 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Peterson Oli ver and Jeane ne Peccrso n tuarc and andra Peccrson Joseph and Margery Pfankuch Marie and Ronald Pfunnsmith Carol PAeiderer Mitchell Piper Diane Pirrman William L. Pinman William \VI. Plante Ronald Poeschel Duke Pogacchnik Nancy and Bruce Pogacchnik Goldwin S. Pollard Bruce E. Pond Robert and Joan Pope Michelle and Paul Porter Jennifer and Ronald Prasek Dana and JillPriverte D arren Privette Tim and Caren Priveu e Verna and Eugene Puline Holly Radice Brian Radtke Shyamala Raman Judy Ramler Sidney Rand Max and Susan Ranft Phillip J. Ranheim James H. Ranum Catherine and Alfred Rashid Douglas Ray Julie and James Rechriene Jennifer and Roberco Recine Abigail L. Reese Marry Rehkamp John K. Reinhardt Patricia D. Reiscnger Michael Renner Avis Rescad John and Manha Reum ann Justin and Jennifer Rhoads Carol J. Rholl Donald A. Rholl Gordon and Nancy Rholl Winnifred and Howard Rholl Robert Rice Kathy Richter and Richard\Vtmrner Margaret Richter James L. Riede James E. 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Sheers Kathleen Shideler Ethel Shufro John and Mary Siegfried Rod Sill Claire Sipes Ch ristian K. Skjervold Lillian and Orville kordahl Vernon Skordahl Harlen C. Smet1.er Elaine mith Linda Smolnisky Norma Snyder Donna and Paul Soler Jeanne Sombrio George and Margaret ornrncrfeld Rulli and Neil orurn Paul Spafford Paul and Nellie ponheim Russell and Helen Sraberg Michelle Srack era rahn Judith I. Stark Sarah Scaveceig Dorothy Steen Thea Steichen Herbert M. Srein Jr. Angela teincr hirlyn D. Sreinmcn Allan cenberg Eunice and Myles tcnshoe.l Thomas Stern ancy tidger tanley L. civer Hazel Scoeckeler Craig S and Shirley Ann coneberg Daniel conelake Gary A. Scrandemo Margaret trane Philip and Mary Strauss Evelyn Streng Norton D. trommen VernusStrommen Kathleen and Michael mebner-Holt T. 0. Scundahl Edward Sunde William Sunon George Su,uki Robert and Lino Swanick \Villiam Swarbrick Ms. LaurelC. Swean Floyd and Lois wenson Orville and Olga Swenson Kenneth L. Syverson Josephine Talarski Diana Talcott Robert and Paula Tews James T halberg PecerThid A. Joyce T homas Elaine and FrankThomas Barbaraand Eugene Thompson Beverly A. Thompson C. I. Thompson Neil R. Thompson Louise K. T horeson Daniel D. T horman Paul E. Thorson Paul T horson Joan T hreet Mildred T hronson Hcnr)' Thu rston-Griswold William and Sheila Todd H. Valborg Torkelson Ludolph Torscenson Judy D. Tousignant Louise Town Kenneth and Julie Trafc Marvin and SandraTrandem George E. Troughc Merry Tucker Marjorie A. Tungseth Larry and Susan Turner Michael Turnipseed Eldon Underdahl hirley F. Underdahl James and L.1RueUngb ube Harold and Lynrne Usgaard onnie Van Den Einde Laura J. Vander ~ egen VicrnriaVanroy usan Vento Gretchen Buhler Venrura Daniel and C·uric Verville Dorothy and Norman Vetsch Leo B. Vetvick EvelynVigil Lynda Voge LynneA. Volkman Lloyd H. Voxland John and Barbara Wagner 25 Candy Waldemar Deborah H. Walscien Karen L. Walcar Lisa \Xlandrei Michael R. Warber Lilita Ward Kathleen A. Warmbier Patriciaand Ralph \Vackins Malcolm and Escher\Xlarson Marion \'Qac son Charleen H. Weidenbach Donald Weidenbach Joel Weisberg and Janee Watchman Stephanie M. \'Q'ei sner James E. Welch Mary and Paul Wenum DoroLhy \Verncss Raymond D. Wescermo Gordon \Xlheder John H. Wheelock Thomas and Darlene \Xlhice Richard \VI.Wiegmann Richard and Margaret \V,ldberger Roger Wilde Susan Wilkey F.and Bonnie \'(lilliams Mary M. Williams Eliu beth A. Wilson Roger K. Winges Brennan\Vincer Patrick \'(/inter Julie Wise Clement P.\'(/oicas Orville K. and Edna V. Wold Michael Wolr Roy and Judy Wolff David Wood Scott Wrighc Geraldine P. Yackel Mary and Marcin Yerbich Nicole Yerbich Vincent and Vicki Yerbich Dale and Marilyn Yoakum Chriscopher York James M. Youngdale Catherine Youngman Ronald Youngman Gwyn and Moses Yuhanna PamelaZagaria Elisabeth Zall KarenZele-L nak and James Fournier Dennis and Michelle Zuzek Dominic . 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Lucent Technologies Lutheran Brotherhood Lutheran Ch urch of the Master LutheranCommunity Foundation Lutheran Quarte rly M C M Sports Inc. Managemenc Resource Solutions Map le Grove Family Dental Clinic Marb le Lutheran C hurch Marvin and Beery Borman Foundation Maslon foundatio n MECA SportsWear ln c. Mid land Lutheran Co llege Miller Manufucru ring Co mpany Min neola Lutheran Ch urch Minnesota Brewing Company Minnesoca Lynx Minncsoca Mutual Foundation Minnesota Private Co llege Fund Jane N . Mooty Foundatio n Mother of God Monastery Joel Mugge & Associates National Co llegiate Athletic Association Nationa1 Recoveries Inc NCS Nort h Central Builders Inc No rth Dakota Co mmuni ty Founda tion NorthrupGrumman Linon Foundation Peace Lutheran C hurch of Plymouth Pease Academy Piper Family Fund of the Minn eapolis Found ation Pohlad Family Found atio n - Pohlad Family Charities Presser Foundation Prestige D,ywall Pro Edge Power Ray Smith lnsurance Agency Reliastar Foundation John R. Richmond and Associates Riverside Florist Riverway Foundation Ron D. View Ranch & Outfirr ing Co. Royal Norwegian Co nsulate RSB Coaches Rubel Realty ln c Sanborn 5 North , Inc. San ce Corporacion Schmitt Music Centers Sch,vab Fund for C haritable Giving Sea Foam Sales Co mpan y SHAP CO Printin g Society Of Maty St. Paul Foundati on St. Barnabas Lutheran C hurch ScaceBank of Tower Sundet Foundation Swenson Anderson Associates, Inc. Teagle Foundacion Textron Financial Th e Co mmand Edge Inc T he Co mmun ity Found ation of Middl e Tennessee Th e CotsWOld Found ation Trust Thomas A. Foscer and Associates, Inc. Tower-Soudan Agency Tri-Cou nty Abstract & Title Trinity Lutheran Co ngregation Twin Cities Trading United Educators Lnsurance US Bancorp Found ation Valen Financial Services Vandd ist & Vandd ist PA W:M . Keck Foundation Walser Aucomocive Group Inc Wd ls Fargo Found ation West Group Westwood Lutheran C hurch Westwood Sports Whitney Foundation Wilcox Family Foundation John and Renata Winsor Fund of the Minn eapolis Foundation World Citizen, Inc. THE AUGSBURG COLLEGE BOARD OF REGENTS, 2001-200 2 ANNUAL ALUMNI BOARD, 2001 -2002 Rev. Gary E. Benson '70 Susan H ornin g Arn tz '94 Ms. Jackie Cherryhomes '76 Jeff Elavsky '68 Ms. Tracy Lynn Elfcmann '8 1 Paul Fieldhammer '65 M r. M ichael 0 . Freeman Andy Fried '93 Mr . Mich ael R. Good '7 1 Tom Hanson '66 Mr . H . Theodor e Grindal '7 6 Christop her Haug '79 Mr. Jam es E. Haglund Lisa Svac H awks '85 M s. Beverly Thompson H arlen Kirsten Hirsch '9 1 Dr. Ruth E. Jo hnson '74 Karina Karlen '83 Mr. Dean C. Kopp erud Rob Lafleur '80 Mr. David J. Larson Jackie Kniefel Lind '69, '94 MAL Ms. Gloria C. Lewis Terry Marquardt '98 WEC Rev. Jose Antonio M achad o Paul Mikelson '70 Dr. Jennif er H . Martin Andy Mo rrison '73 Ms. Juli e R. Nelson '83 Paul Mue ller '84 Mr. Ronald G. Nel son '68 Liz Pushing '93 Rev. G lenn W. Nyckle moe, ex officio Meri Pygman '93 Mr. Ronald J. Peltier Beth Torsten son '66 Mr. G len E. Person '47 Bill Vanderwall '93 WEC M r. Wayne G. Pop ham M s. Jean M . Taylor '85 Dr. P. Dawn Taylor '78 1960 Dale Hank a 1961 Patricia Swanson Kreuziger Leola Dyrud Furman 1962 Mari lyn 0. Gronner Jenelle J. C unnin g 1963 Sara Halvorson Strom 1964 Robert Nordin 1965 Darryl Ca rter 1967 John Clawson 1968 lone Agrimson H anson 1970 Terry Nygaard 1973 Merja Wileniu s Fox 1974 Marlene C han Hui 1976 Larry Morgan 1979 Mark Aune 1980 Rob Lafleur 1981 Janis Blomg ren Aune 1982 Lori Moline 1983 Susan Kapp ers Ryan 1984 Jeff Quinnell 1985 Norm Okersrrom C hu ck Rath M r. G len J. Skovho lt Mr. Philip Sryrlund '79 REPORT I 986 Deb Balzer CLASS AGENTS, 200 1-2002 Barb Nielson McGlynn 1987 Cher yl Wit soe Dudley Ms. Kathryn H . Tunheim 1939- 194 1 Richard Jacobson 1944 C hester Hoversten 1988 Sandra Kay Smirl1 Rev. Haro ld Usgaard , ex officio 1945 Joyce Op seth Schwartz 1990 Trygve Nystuen Ms . Joan L. Volz '68 Vera T horson Benzel 1946 John Steen 1947 Agnes Valvik Larson 1948 Jero y Ca rlson Arnie Skaar 1949 Cal Larson 1950 Shirley Dahl en 195 1 Dan Pearson 1952 LeVon Paulson Dinrer Sharon Mackenthun I 99 I Kirsten Hirsch 1992 Heather John ston 1993 Misti Allen Binsfeld H eidi Wisn er Staloch 1994 An1y Noran 1995 Lisa Ca rlson Sackreiter An1y Torgelson For berg 1996 Jayne Rudolph Heather Birch 1953 Ruth Aaskov 1954 Herb C hilstrom 1956 Carolyn Lower Bliss 1997 An1y Bowar 1957 Stan Baker 1999 Jackie Fuhr 2000 Sam Walseth 1958 Byron Golie 1959 Carl Cas person Jen Ringeisen 1998 Calvin Hanson WEC Terry Marquardt 2 0 0 1 - 2 0 0 2 A-UGSBURG C O L L E G E Offi ce of lnscicucio nal Advance ment Augsbur g Co llege, C B 142 22 11 Riverside Avenu e Minn eapolis, MN 55454 Non-profit O rg. U.S. Postage PAID Mpls. , MN Permit No. 2031 LACKFEET CHEYENNE OTTAWA FOX SANTEE ALGONQUIN CHOCTAW Indian program Angie O'Keefe and Anne O'Keefe, earned came from the the long-dis tance commute award when efforts of comedian Angie commut ed from Morton in western Louie Anderson , Minnesota to earn her degree from the who performed Weekend College program. two benefit "Our alumni have been active, but I concerts in the would like to gel mor e of them involved . early 1990s-on e We need more networking ; we need an al Augsburg , the alumni scholarship fund ; and we need an OLhe r at Northrup alumni advisory board ," Peterson said. Auditor ium-t o "With that kind of supp ort alongside our raise mon ey for a curr ent students , we cou ld do more scholarship in the outr each Lo the native communiti es, name of his particularly to reserva tions that are near brother Kent. to us." Th e program Peterson also envisions a nur sing Mercedes Weishalla (center, holding her daughter, Heyden), a has had abou t 150 out reach program , similar Lo the one Weekend College business management and American Indian gradu ates and a Augsburg current ly runs al Centra l Studies major, meets with her Scholastic Connections mentor Noya Woodrich '92, '94 MSW (right), executive director of the Division similar num be r Lutheran Chur ch in Minneapolis , which of Indian Work in Minneapolis. who have take n could be sel up al the Indian Communi ty courses . Many Center LOserve the urban Indian gradua tes have continued on to earn popu lation . And , of course, there are the adva nced degrees. Several stud ents never-ending needs for scholarship s of all have return ed to Augsburg for a kinds . Master of Social Work degree after "I think we need scho larship s LOhelp first comp leting Augsbu rg's graduate student s, Lo help provide for bachelor 's degree program in socia l living expenses so more stud ents cou ld work. One such stud ent is Noya live on campu s, and LOgrow our Woodrich , who also serves as a end owed scholarship fund (curr ently at mentor for Augsburg 's newly-crea ted abo ut $600,000) up Lo al leasl $ 1 Scholastic Conn ections program. And, million ." a recent grad, Ben Burgess, is at the Peterson also wou ld love Losee the University of Californi a-Davis workin g LOwarda Ph.D. in Ojibwe language. When he compl etes that program , he'll be the first in the nation to hold suc h a degree . 'T he Life Story of a Dakota Man ," which Th e Augsburg program also chron icles the life of a 20th- centu ry urb an has been home LOfamily Indi an. He is assisted this year by conn ections, including Burgess instru ctors Robert Danforth , Dale WesLOn , and his sister Meredi th Gauld en ; and Soph ia Jacobso n . sisters Caro le (Moran) Renn er "I think scholarsh ip mon ey has been a and Gail (Moran) Warzyniak ; key to the success of stud ents here," mother an d daughter Yvonne Peterson said . "Bonni e [Wallace] was Leith and Nicole Fun aro; and the aggressive in findin g such do llars and Bruce and Ertl familes who had helped create some big endow ed bro ther, mother, and daughter scholarship fund s. A Jo yce Found ation Richard Bruce , Shirl ey Ertl , and grant help ed hir e my position , and al one Michelle Ertl-all gradu ate in point we had two peop le working with up 1992. The Genia broth ers, Tony Dennis Jones, Univ. of Minnesota Ojibwe language to 65 stud ent s each year. Now we' re in the Jr. and Jim , went on to success ful and culture instructor , and Rosalie Cla rk, regional 30-35 range , which is abou t as many as social worke r for the Bureau of Indian Aff a irs caree rs in law and med icine, one person can handl e." Midwest office and former Augsburg social wo rk respec tively; and one other professor , shared comments during the Forum on Anot her majo r boost for the American mother-daughter combin ation , American Indian Issues in November. Winter 2002-03 A-UGSBURGNOW 15 POT A WATOMI CHEROKEE program play host to more conferences and seminars such as the American Indian Religious Freedom conference that attracted such lumin aries as Ben Nighth orse Camp bell, Daniel Inou ye, and Paul Wellstone; and another exploring the use of American Indian mascots in the media. "We've serve d a won der ful purpo se wiLh our program and helped a lot of students take a ste p forward , both for themselves and for other nati ve people ," Peterson said . "Now I hope we can take DELAWARE OGLALA BUILDING THESTRONG FOUNDATION by Dan Jorge nse n 16 A-UGSBURGNOW HO-CHUNK another step and be of even greater service to even more people and communities . There 's so much Lo be done ; and so much we can do if we can find a way to expand our program. " Visit the American Indi an Student Services Program at <WWW.augsburg.edu/aissp> and conta ct Cindy Pete rson at 6 12-330- 1144 or <petersoc@augsbur g.edu >. • BONNIE WALLACE: Bonnie Wallace has long been known as Lhe first director of Augsburg's successful and long-runnin g American Indian Stud ent Services Program , but she says Lhat "technically" it's not true. "Believe il or not, I was not the first director," she noted . "I did serve on Lhe task force chaired by then-d ean of the College (and soon-to-be president ) Charles Anderson, formed by President Oscar Anderson to eiqilore Lhe possibilities of creating an Indian presence on campus ." That two-year stud y recommend ed the establishment of the program, which was funded by a three-year grant from the Honeywell Found ation. Wallace was serving as a talent search counselor in the Minnesota Chipp ewa Tribe's TRIO program al the Lime, and agreed to continu e helping the College by serving on Lhesearch commiu ee for a director. "We hired a native person with a strong con nection to the National Indian Lutheran Board ," she said . "Once he was hired I Lhought my work was don e, but a week later, Charles Anderson (now president) contacted me to tell me the person worked one day and changed his mind. I half-hean edly said 'is it that dreadful over Lhere?' I appr eciated the fact that he was seeking my advice, though , and suggested several opLions. WINNEBAGO Bonnie Wallace (left), now scholarship director at the Fond du Lac Reservation in Cloquet, Minn., was director of Augsburg's American Indian program for 18 years. She was succeeded by Cindy Peterson (right), who has been with the program since 1981. Finally, he said, 'What I really want is for you to come and work for me!' I about fell over and respectfully declined ." Wallace said the basis for her surpri se and initial rejection was Lhatshe and Anderson had buued heads on many issues during the task force discussions , rarely agreeing on anything. However, after several months of continu ing the conversation, she accepted the offer in 1978 . "The first month I was here I actually found two Indian students on campu s and was Lhrilled ," she said. "But Lhat was shortlived since both were in the process of withdrawing from school." However, Wallace soon developed a thriving , ever-expanding program . During her 18-year directorship , the program was recognized as having the highest retention and graduat ion rate (85 percent) for Indian support programs in the five-state region. Among the more than 100 graduates durin g those years was her own daughter, Melissa, who eventua lly returned for a second Augsbu rg degree as well. "Cindy Peterson's coming on board as my assistant was a huge factor in that success. It also afforded me the time to recruit and , again, our numbers increased ." During those formative years and yet today, Wallace attributes the success of the program to a host of factors: "Commi tment of the College to the Indian comm unity; generous scholarship donors ; coopera tion of other student sup port services; in- and outstate tribal suppon ; qualified American Indian faculty; and 'individua lized attention' given to dedicated, bright stude nts combined with having expectations of them," she said. 'We never enabled our students; rather, we taught them how the College system worked , what role each office played in their academic and personal lives." Wallace also cited the strong suppon of peop le like Dr. Mildred Mueller and Pat Parker, and the effons of Herald Johnson , assistant to the vice president for enrollment and market services. "His willingness, understanding , sup port , patience, and genuin e respect for our work will always be someth ing special to me," she said . And , ultimately, despite their early differences, she points LoCharles Anderson's supp on. "lltl was critical to our success, and in due time he and I simply had to agree to disagree on some issues. He is probably the only college president who supp on ed the fact that Indian people do not conside r themselves a 'minority.' He und erstood our status as 'political entities' and did not include our program under the guise of 'minority programs .' I will always be grateful for that autonomy that continu es yet today." Winter 2002-03 From the Alumni Board president's desk ... s one year ends and anoth er begins, we often find ourselves thinking of family and friends. Cards are exchanged with details of our families; holiday pani es renew old friendships. We discuss the good old days Once a year, I get together with a group of lifelong friends from Augsburg . The group consists of students who lived in the Delta and Omega hou ses in the '70s. After more than 30 years , we still laug h at the ant ics of our fellow stud ents during our fom1ative years. Great fun is had by all! As we move into the new year, the Augsburg Alumni Board wou ld like you to A rememb er Augsburg in your hean and prayers. We want to keep in touch , so please let us know where you are and what you are doing . If the new year will bring a new locat ion , please e-mail us at <alumni @augsbu rg.edu>, or go online al <.vww.augsburg.edu/a lumni/ updat e.html> to change your addr ess. We'd love to hear what you are up to, and we'll keep you in formed of the amazing changes al Augsburg and the up coming events spon sored by the Events Commiuee of the Alumni Board. Please send us your e-mail address if you'd like LO be inclu ded in a monthl y e-mail from the alumni office with upd ates and events for the next mon th . We'd love LO see you al an upcoming Auggie Hour gathering , which are held at various restaur ants around the Twin Cities (see the calend ar on page 23). Each event combin es a faculty member or alum who presents a shon talk on an interesting topic . These are informa l, fun discussions, and you might learn somethin g new, too! 0,11/epromise there " ~II not be a test after the discussion .) The Alumni Board and our new alum ni/parent relations team on campu s invite your ideas and feedback regarding alumni activities, so please let us know what we can do for you. I am proud to be a member of the Augsb urg family, and I hope the new year bring s many blessings to each of you and your families. Andrew Morriso n '73 President , Alumni Board Augsburg alumni win Minnesota and national legislative seats by Lynn Mena n Nove mb er, Augsburg alumni Martin Olav Sabo '59 and Rod Skoe '77 wo n seats in the U.S. House of Repr esent atives and th e Minn eso ta Senat e. Sabo, a Democra t, kept his sea t in the U.S. House of Rep resent atives (Fifth District ) with 67 percent of th e vote; he has held th e seat since 1979. As ranking min or ity membe r of the Transportation Appropriation s Subcom mittee, his commitm enl Lo easing congestion in th e Twin Cities can be seen in work securin g $60 million for lightrail tran sit and $7 milli on for the No rth star commut er line. Oth er issues high on Saba 's list of pri or ities are th ose th at imp act childr enparti cularly ea rly ch ildh ood learning . He also sees affordable hou sing , health care, an d recent co rporat e co rruption scand als as "big issues we have Lo so rt through ." In addition , Sabo is co mmiued LO protecting citizens' right s in th e fight aga inst terrori sm . I Winter 2002-03 Saba's daughter , Augsburg alumn a Juli e Sabo '88 , ran for lieutenant gove rnor with Minn esota gub ern ato rial candid ate Roger Moe (DFL)-ultim ately losing in a close race LO Republi can Tim Pawlenty. Juli e he ld the incumb ent DFL seat in the Minn eso ta Senate (Distri ct 62) , but she did not run for reelect ion due Lo her campaign with Moe . Fellow alum Rod Skoe, also a Democrat, won a seat in the Minn eso ta Senate (District 2). He is a two- term Minne sota House member (Distri ct 28 ), and stepped up LO th e Minne so ta Senate with th is elect ion. As a state representative , Skoe 's committ ee assignm ent s included work educ ation polic y, K-12 finance , agricultur e poli cy, and environm ent al policy. He remain s committed to th ese Rod Skoe '77 won a seat in the Minnesota Senate in November . on Martin Olav Sabo ' 59 was re-elected to a 13th term in the U.S. House of Representatives . issues as he moves to th e Minne so ta Sena te, and states that his priori ty issues are tied to improving Minnesota 's communities. Skoe is a former Clearwa ter County commissioner , Clearbrook/Gonvick Schoo l Board dire cto r, and an Agassiz Ambassador for Clea rwater County. A-UG BURG NOW 17 HOMECOMING_ Many Gifts ONE SPIRIT Little Evalin's youthful enthusiasm brought smiles to all (daughter of Lori Moline '82). Andrea Ladda and the Augsburg Spirit Squad kept fans at the Homecoming game cheering , despite the Auggies' 4114 loss to Gustavus. Members of the Class of 1942 gathered for a reunion breakfast . Pictured (L to R), Row 1 (seated) : Magdeline Stolee, Eunice (Knudson) Iverson , Helen (Thostens) Jones, Ebba (Johnson) Brooks . Row 2: Mur iel (Quanbeck) Turrittin, Lannie (Olson) Seal, Verlinda (Olson) Huus, Mary Ann (Eye) Helleckson . Row 3: Waldemar Boening , Elwood Lundeen , Merton Strommen , Phil Helland, Chester Brooks, Vic Miller . 18 '4UGSBURG NOW Brad Motl and Dega Ali were crowned 2002 Homecoming King and Queen. Junior Jazz Burch showed her Auggie pride at the Homecoming game. Winter 2002-03 Several alumni and friends were honored w ith awa rds at the Homecoming Dinne r. Pictured (L to R) Row 1: Richard J. Seime '70, Distinguished Alumnus Award ; John Magnuson , on behalf of the StepUP Advisory Board, Spirit of Augsburg Award; t he Rev. Dr. Philip Quanbeck Sr. 'SO, on behalf of the Quanbeck family , Distinguished Service Award ; President Frame. Row 2: The Rev. Dr. Orval Moren '57, Spirit of Augsburg Award ; LaJune Thom as Lange '75 , Distinguished Alumna Award ; James S. Hamre ' S3, Dist inguished Alumnus Award; Barry Vornbrock '96 MAL, First Decade Award . Not pictured is Ko Ly '97, First Decade Award . Margaret Dornf eld '06 colored t he day with cheer . The Rev. Oliver Johnson ' SO (left ) and Irving Ringdahl ' 52 (right) chatted at t he Homecoming Picnic. ~ Buffie Blesi ('90 BA, ' 97 MAL) reconnected with fellow alums and faculty at the Master of Arts in Leadership reunion and 15th anniversary celebration . Winter 2002-03 The Augg ies' Jordan Hastin gs '06 shields the ball fr om Gustavus . Bessie Cunningham Hughes '71, 1992 Distinguished Alumna, enjoyed conversation at Augsburg's ethnic programs celebration in Christensen Center. ,4uGSBURG NOW 19 HOMECOMING_ GOLDEN ANNIVERSARY CLASS OF 1952 (L to R) Row 1 (seated) : Morris Johnson, Leroy Nyhus, Charlotte (Kleven) Rimmereid, Yvonne (Bagley) Olson , Orville Olson, Celia (Hanson) Burk, Lewann (Awes) Sotnak , Lola (Nelson) Nebel, Orlette (Hjelle) Waller, Millie Nelson. Row 2: David Christensen , Roger Nelson, Martha (Bozony) Peterson, M. Joyce (Tallman) Hanson, Beverly (Gryth) Villwock, Leona (Eng) Rokke, Dorothy (Skonnord) Petersen, Jean (Swanson) Markland, John Leak, David Rokke, Gordon Thorpe . Row 3 : Millard Knudson , Jim Armstrong , Ben L. Larson, Ruth Schmidt , Harriet (Haller) Brown , Marlo Petersen, Eugene Anderson , Donavon Roberts, Karl Puterbaugh , Arnold Paulson, Irving Ringdahl . Row 4 : Robert Thompson , Luther Larson, Elmer Hanson, Leonard Dalberg , Donovan Jacobson, Jim Faul, Donna (Wang) Leak, Richard Howells , Joanne (Varner) Peterson, Harvey Peterson , Glen Gilbertson, LeRoy Anenson. Many Gifts ONE SPIRIT Photos by Stan Waldhauser,except wherenoLed CLASS OF 1962 (L to R) Row 1 (seated) : Kay (Hanenburg) Madson , Eunice (Kyllo) Roberts, Jack Osberg, Lois Larson, Ann (Ring) Odegaard, Elaine (Pedersen) Gunderson, Betze (Paulson) Solomonson, Marjorie (Engevik) Espe. Row 2 : Jennelle (Johnson) Cunning, Marilyn (Olson) Gronner, Karen (Kuszler) Roeber, MaryAnn (Sorensen) Urban, Rose Marie (Nordin) Anderson , Betty Lou (Johnson) Oppegard , Barbara (Anderson) Stamp , Mercia (Anderson) Fredrick, Philip Bauman, Olivia (Gordon) Lorents, Harlin Haack. Row 3: Phillip Mattison , John Sorenson, Kenneth Erickson, J. David Lystig, Milo Oppegard, Loiell Dyrud, Kermit Paulson, Paul Gunderson, Paul Grover . 20 A- UGSBURGNOW Winter 2002-03 CLASS OF 1977 (L to R) Row 1 (seated): Sue (Hengy) Johnson, Mary (Quanbeck) Barber, Daniel Larson, Lori (Eklund) Quello, Bernie Swenson, John Sandness, John Ronning, Scott Fridley. Row 2: Deborah Roberge, Mary (Nollet) Newell, David Wattman, Paul Rittenhouse, Deb (Daehn) Zellmer, Lori (Otto) Hansen, Wendy Bjorklund . Row 3 : Karen Lokkesmoe, Jim Nieling, Mark Sanstead, Nathan Carlsen, Kevin Peterson, Andrew Westberg, Daniel Eitrheim . CLASS OF 1992 (below, L to R) Row 1: Matthew Mirmak, Matthew Maunu, Mark Mata, Teresa White , Amy (Raedeke) Frischmon. Row 2: Erick Norby, Amy Kildal, Lisa (Barber) Zahn, David Palmer, Molly Schnagl, Laura Gaylord, Elise Defor, Stacy (Shiltz) Abraham, Heather Johnston . Row 3: Tim Machacek. Recip ients of Augsburg 's DISTINGUISHED SERVICEAWARD QUANBECK FAMILY (bottom left, L to R) Row 1 (seated on floor): Abby, Mauren, Rebecca, Amy, Kate, Zach, Cindy (Quanbeck) Goke, Tommy, Lilli (Quanbeck) Leslie, Shon Schetnan. Row 2 : Dora (Frojen) Quanbec k, Philip Quanbeck II, Ruth Johnson, Rona (Quanbeck) Emerson, Helen (Nichols) Quanbeck , B. Randolph Quanbeck, Wallace Lindsay, Carol (Ysteboe) Lindsay, Vicki (Quanbeck) Schetnan, Ruth (Ysteboe) Engelstad, JuliAnn (Quanbeck) Erdmann, Tom Erdmann . Row 3: Phil Quanbeck Sr., John Turrittin, Andrea Quanbeck , Deborah (Sheldon) Quanbeck, Dorothy (Quanb eck) Johnson, Muriel (Quanbeck) Turrittin , Lauren Johnson, Mabel Quanbeck , Carol (Kelley) Quanbeck , Mary (Quanbeck) Kvanbeck, Dagmar (Dahl) Quanbeck, Mary C. Quanbeck, Sonja Quanbeck , Rae Quanbeck , Lavon (Emerson) Henry, Beth Marie Quanbeck , Nadine (Quanbeck) Anderson. Row 4 : Daniel Johnson , Thomas Quanbeck , Marvin B. Johnson, James Dahlberg , Marian L. (Quanbeck) Dahlbe rg, Ardelle (Skovholt) Quanbeck , Sara Ose, Lillian Ose, Grace (Gisselquist) Johnson, Gordon Quanbe ck, Hal Quanbeck . Row 5: Loren Barber, Mary (Quanbeck) Barber, Norman Quanbeck , Kent Quanbeck , David Quanbeck , Thomas Lien, Charles Turrittin , Oliver E. Johnson , Stanley Quanbeck, Katherine (Miller) Quanbeck , Elizabeth (Turrittin) Lien, Nadine Emerson . Winter 2002-03 ,4uGSBURG NOW 21 Harold Ahlborn , Edina, Minn., received the Distinguished Service Award from the Braemar Golf Association Board for his work \\~th the junior golf league. He and his wife, Lois (Black) '47 , are both retired . Gary Rust and his wife, Alice {Gjesdahl) '53 , live in Burnsville, Minn. They proudl y report that both their son and daughter gradua ted from Augsburg , and their grandso n is a freshm an. Gary owns Sunbur st Sales, and can be reached via email at <gary@sunburstsales.com>. 1954 1957 Mark L. Johnson is a retired realtor , he lives in Minneapolis "~th his ,vife, Thelma . He reports that he is looki ng forward to his 50th class reunion in 2004. He can be reached via e-mail at <mjohn@mr.net>. Paul A. Hamre , Rose,~lle, Minn., is a retired history teacher for Rose,~lle Public Schools, but still teaches in an evening high school program for adu lts. 1947 a Richard J. Johnson, Red Wing , Minn. , is a retired colone l in the U.S. Marine Corp. He served two years m Vietnam an d was awarded a Purple Heart. Yvonne (Oudal) Rhodes, Orchard Park, N.Y., is a knitting instructor and designer. She has written 34 books on knitting styles and techmques , and teaches machin e knitting nationwide and at Buffalo State Universit)'- Her specialty is Norwegian sweater making , and in 1991 , she was made a Kentucky Colonel for her contributions to this field. A CALL FOR Marshall D. Johnson, Minneapolis, wrote The Purpose of the Biblical Genealogies. Originally published by Cambridge University Press, it was reprinted in paperback in Jul y by Wipf & Stock Publishers. Gloria (Grant) Knoblauch is enjO)~ng retirement : she embarked on an Amtrak trip in October to the western United States and Canada. She and her husband , Arthur , live in Lake Elmo, Minn. 1959 The Rev. Tom Moen retired in August after 40 years of ministry. He and his wife, Ruth (Carlsen) '60, reside in Ham Lake, Minn. 1961 Carolyn S. Johnson, Golden Valley, Minn ., retired from the University of Minnesota in September. George Larson, Moorhead, Minn ., received the Ole and Lucy Flaat Distinguished Teachin g Award from Conco rdia CollegeMoorhead , where he has taught English for 40 years. 1963 Darold Rupp, Mankato , Minn ., recently assum ed leadership of the Truman High School band program , teachin g instrumental music to stude nts in grades 5-10. He performs ,vith the University of Minnesota-Manka to Symphonic Band, and is active with Sing Music Coru m and the Direct Messiah Lutheran Choir. OMEGA Lloyd "Butch" Raymond , Marshall, Mmn., was named interim vice president of advancement at South west State University. He has served as associate vice president for the past three years, and will continu e his duti es as athletic director . He and his ,vife, Linnea, have thr ee childr en. 1964 The Rev. Marvin Repinski and his wife, Becky, recently moved to Austin , Minn., where he was hired by the Fellowship United Methodist Chur ch. He has served several congregations in Minnesota , as well as a oneyear appo intm ent as a research fellow at Yale Universit)'- 1965 Dale M. Stone , Maple Grove, Minn., is part owner and sales associate for Organic Growth Enhancement. Robert Tyson, Murphysboro, 111 ., 1s self-employed in the marketing field an d 1s active in the local music scene. He belongs to the Robins Quartet, an HOUSE ROOMMATE REUNION RECOMMENDATIONS The Augsburg College Alumni Association Awards and Recognition Comm ittee seeks your assistance in identifying memb ers of the Augsburg community to be conside red for recognition for the following awards: Distinguished Alumni Award First Decade Award Spirit of Augsburg Award To make a nommation on line or to view the description/ criteria for each award , go to <wwwaugsburg .edu/alumni/n omform> . To recieve a nomination packet , contact: Office of Alumni/Parent Relations Phone: 6 12-330- 1 l 78 or 1-80 0-260-6590 E-mail: alumni @augsbur g.edu The deadline for nominations for 2003 is March 14, 2003. 22 A-UGSBURGNOW Last June 28, these former Omega House roommates reunited at the home of Cindy (Steen) Jindra '64 at Lake Ely in Eveleth , Minn. Pictured (front, center) : Sylvia (Steinbeck) Torstenson ' 66, elementary education teacher, Hayfield, Minn. L to R, back row : Cindy (Steen) Jindra '64, retired school administrator, St. Louis County Schools; Lila Lee (Hauberg) Salls '66 , retired , elementary education , Honolulu, Hawaii ; Mary Lynn (Larson) Leff ' 66, high school counselor , Buffalo, Minn.; Eileen (Kahlberg) Van Wie ' 66, education professor, Southwest State University , Marshall, Minn.; Kathy (Popp) Boggess '66, high school counselor, Bloomington, Ind . Winter 2002-03 a cappella singing group that performs jazz , barb ershop , and gospel mu sic. He also performs under the name "Uncle Bob " as a singer/guitarist in bars , festivals, and coffeeshops , singing jazz , blues, folk, and bluegrass. 1966 Barbara Brown , Madison , Wis ., 1s a teacher in the lac qui Parle Valley School District. She is also involved with the Montevideo Area Communit y Band , the lac qui Parle Stud y Club , and is th e organist for Monte video UCC Church. She is a past recipient of the ,hnne sota Elementary Science Teache r of the Year award , and has two daug hters, Erm and Rebecca . Jeanne (Wanner) Morreim , Cloq uet , Minn ., earn ed her Master of Arts in Education in May. Her husband , the Rev. Dennis Morreim '65 , sen •es Our Sa-~or's Lutheran Church. 1968 Lois (Hallcock) and Bruce Johnson '68 live in Plymouth , Minn . Lois is a high schoo l guidan ce co un selor, and Bruce is the athletic dir ector for Robbin sdale-Armstron g Schools. Clair Severson retired after 33 years of teachin g middl e schoo l math m Ellsworth , Wis. He resides with his wife , Audrey (Neiderhauser) '68 . Diane Tiedeman , Richfield , Minn ., rettred from Bloomington Public Scho ols, where she taught grades 2, 3, and 4 for 3-l years. 1969 The Rev. Curtis Zieske, Alben Lea, Minn. , was recentl y installed as Trinit)' Lutheran Chu rch's senior pastor. He and h,s wife , Sonya (Hagen) '70 , an elementary school teacher, have two childr en , Sarah Krueger and Aaron . 1970 Janet (Call) and David Ulvin Winter 2002-03 '70 live in Edin a, Minn . Janel ret ired in Jun e after 3 l year s of teaching mu sic for Minneapolis Pub Iic Schools . 1971 Michael Milbrath , Santa Rosa, Calif., was nominated for the Teacher of the Year award by the Santa Rosa Chamber of Comm erce this past summer. He was nomm ated for this award in l 996 and was also nominated by the California League of High Schools for their Teacher of the Year award in 1999 . He sen •es as depanment chair of fine and performing ans at Piner High School. He and his wife, Ulla, have a daughter , Rowyn. 1972 George Dahlman , Coon Rapids, Minn ., was named research man ager and chief drill instru cto r at U.S. Bancorp Piper Jaffra)'. Formerly chief food-indu stry analyst, he was a Wall Street Journ al All Star Analyst in five of the 20 years he covered the agribusiness and food industri es. The Rev. Dr. Henry F. French, Coo n Rapids, Minn ., was app ointed pastor of Lake of the Isles Chur ch in Minneapolis. He and his wife, Roberta , have four chi ldren. 1973 Linda Jean (Hansen) and Granton Larson '73, Columbia Heights, Minn ., became grandp arents in Octob er. 1974 Bryon Gustafson , Plymouth , Minn ., attend ed his second Wint er Olympi cs in Salt Lake City last Febr uary, ha-~ng also attend ed the Lilleham mer game s in 199-!. He is a bu yer/p lanne r wnh Cipn co, Inc. 1976 Steven Richard Charles was promoted to colonel in the U.S. Air Force Reserves. His last ass ignm ent , while on active dut y, was as an F- l 17 stealth fighter instructor pilot. He 1s also a pilot for Delta Airhn es. He can be reached via e-m ail at <srcharl es@mind sprin g.com>. AUGGIE HOURS Patricia G. Mattos , ~hnn eapolis. was elected chapter chair of the MN/D akota Chapter of the American Immi gration law yers Association . Durin g her term , she will also sen •e on the Board of Govern ors of the national association . She has practiced immi grauon law since 198 2 and is involved in advocacy efforts relating to homeland securit y and other issues imp acted b)• Septemb er 11. Auggie Hours are held the second Tuesday of each month at 5:30 p.m. Marji Miller was promoted to memb er hip retent ion manager for the YlvlCA of metropo litan Minneapolis and greater Saint Paul. She resides with her hu sband , Bill Porteous, 111 Minneapolis. She can be reached via e-mail at <mickey@ usinteme t. April 8 MAGlANO'S Southdal e Mall, Edina Fae,!ttator/ topic : Prof. John Mitchell, poetry corn> . The Rev. Steve Sveom , Staples , Mmn ., was recently honored with a surpn se party comm emoratin g his 10-)•ear anni versa ry as pastor at Fatth Lutheran Church . He was Join ed in the celebration by his mother, Ann (Kveen) Sveom '36 ; his wife, Ant oine tt e (Laux) '77 ; and their two childr en , Nao mi and Dame!. 19 77 Jerald Halvo rsen, Ebetsu , Hokka idu , Japan , is an associa te professo r al Sappor o Intern ational University. He and his wife, Mich1yo, have two sons: ~lark , 17, and Michael, 1-1. He has enJoyed living in Japan for the past 22 Febru ary 11 WILDFIRE Eden Prairie Center Mall Topic: Athleucs at Augsburg March 11 THE NEWSROOM Downt own Minn eapohs Fac,htator: Lisa Zeller '8 l , '89 ~JAL May 13 FREIGHTHOUSE Sullwater Fac1l1tator/top1c: Angie Ahlgren '98, theatre For more information , please call the alumni office at 612- 330-117 8 or e-mail <alumn1@augsbur g.edu > >•ears and wo uld love to have visitor s from Augsb urg. Jera ld can be reached via e-ma il at <Jerryhal@home.ema 1l.ne.Jp> . M ark Sanstead . Bloomington , Minn ., is a senior chm cian at Hazelden and lives with hts wife, Julie. Patri ck J. Zumbusch, Tucson , Ariz .. sen •ed as CEO to a comp any that was recently sold to CLASS AGENTS & REUNION COMMITTEE MEMBERS Class age nts are needed for the following years: 19• 2, 19-!3, 19-!7, 1949 , 1955 , 1966 , 1968 . 1969, 1972 , 1975 1978 , 1979 , 198 1,1986, 19 9 , 1996, 2001 If )'OU are interested in becomin g a class agent , please contact the alumni office at 6 12-33 0- 1178 , or ftll out a form onhn e at <www.augsbu rg.edu/ alumn,/ ca/ca_unr ep.htmb Reun ion Comm ittee members are needed for Homeco min g 2003 . If )'OU gradua ted in 1953 , 1963 , l 978 , or 1993 and would hkc LO help plan )'Our reuni on, please contact the alumni office at 6 12-330-1 178 , or e-mai l <alumm @au gsb urg.edu > ..4-UGSBURGNOW 23 Class Notes ALUMNI Nila Neumiller PROFILE '84: 'Small beginnings' lead to big successes by Dan Jorgensen Nila Neumiller '84 says she has never chosen the straight and narrow path when deciding on a roadm ap for her life. "I like lO start things , and I always seem to have several things going at once," the effervescent Neumiller said with a smile . And carry th em thr ough to success, she might have added . A "non-traditional " student at Augsburg , Neumiller's biggest success has been the creation of Reaching Arms International (RA!), a multi-faceted Jud eo-Chri stian ministry to orphan childr en . Since 1993, she's built RA! from a single desk, single phone-lin e operation into a worldwide organization . From its current headquart ers in New Hope, Minn.-where she has nine staff members---Neumiller places orph ans from Russia (where her program first started), Armenia, Poland , Romania, and the Ukraine. She has opened two full-time orphanages in the Ukraine and Ken)'a (employing more than 40 staff members combined ), and has eight international representatives. And , she and her hu sband , Bill, who is the RAI business manager, recently visited China , where they will open a third orphanage this year. Nila Neumiller '84 (center) receives the key t o the city from the mayor of the city near which her orphanage in Kenya is located. Also pictured is Winnie Owiti (left), a Kenyan woman who helped Neumiller found the orphanage. Neumiller was in a comfortable leadership role in art education ,vith the Inver Grove Heights School District in 1992 when she went on an ecumeni cal trip to Russia that changed both the dir ection and focus of her life. "I had ju st been promoted to an edu cation coordin ator for th e entir e district," she recalled . "I was training 70 teachers and some 2,000 children every month , plus overseeing several site groups . I went lO Russia with an ecum enical team and when I came back lO the art coordinator career I realized that God had a call on my life lO rescue orph ans." It was , she said , a personal crisis, because she had always been an educator and always wanted to be one. Sudd enly, she didn 't kn ow what to do , so she simply resigned her position , and wok four month s off to pray and figure out what was next. "I left teaching on October 28 and started praying ," she said . "I said , 'God , you 're showing me what I can't do; show me what I can'." Wh at she did was start RAI. Simultaneously, she enrolled at Ant ioch Christian Training Center , eventuall y becoming an ordained pastor in 1997 . "Both were small beginn ings," she said , "but , my expe rience at Inver Grove Heights taught me not lO take on too much at once . That taught me, as the Bible says, not lO despise small beginnings." Her trip to Russia had convinced her that she needed to help Russian orph ans . so she spent the first year in her new bu siness learning more about Russian language , cultu re, history, and th e societal factors that lead to children being orph aned . Her first success with RA! came in placing three Russian sisters in 1995 . Since th en , RAI has placed mor e than 400 childr en from four nation s (300 from Russia alone , making it Minnesota's largest placement organ ization for Russian orph ans). She opened her first Cradle of Child rens' Hope orph anage in the Ukraine in April 2000 , in Novskili, a subu rb of Kiev. Her second orph anage was opened in eastern Kenya in Sep tember 200 I. Neumiller, who has thr ee adu lt sons, an adopted son and daughter , and thr ee grand childre n , has new plans for her organization . "I would like to open a house for unwed mot hers ," she said. "I really believe we're going to do that in the near future." Meanwhile, though , she'll be concentratin g on openin g the orpha nage in China , in the seaport city of Zhuh ai (near Hong Kong). All of her orp hanages are operated to provide the childr en with both a loving environment and training in the classic arts. "I believe th e an s embra ce a dynamic healing potential," Neumill er stated . "Through singing, playing instrum ents, dancing, making dr awings, sculptin g, and painting, I believe the inn er soul and spirit of a wound ed child ,viii mend and blossom ." Dan Jorgensen is direcwr of the Office of Public Relations and Communication. 24 ,4UGSBURG NOW Neumiller, pictured with Sergei, a young boy who had two operations to repair a cleft palate at Neumiller's Ukrainian orphanage. Ukrainian doctors volunteered their services for Sergei's surgeries . Winter 2002-03 1978 NATIONAL CHAMPIONSHIP HOCKEY TEAM REUNION Members of Augsburg's 1978 NAIA championship hockey team gathered on Nov . 22 to celebrate the 25th anniversary of the College's first-ever national championship team . Pictured , L to R: Dave Eckstein '78, Doug Nelson '76 (trainer), Bruce Hendrickson '78, Chuck Mccan '81, Brian Gauger '80, Jim Peterson '78, Dick Bain '80, Gary Hughes '78 , Tom Kulenkamp '79 , Stan Blom '78, Bob Morrow '78 (student manager), Jeff Jarnes '80, Vern McIntyre '79 . a large Finnish organization . He is now pondering nonpr ofit work or start ing his own compa ny. 1978 Signe L. Nestingen , St. Paul, is a psychologist in private practice and \\Oilpresent "Being a Clinician" Jun e 6, 2003 , at the First Friday Forum Series (cosponsored by the Minnesota Psychological Association and Metropolitan State University). David Wi lhelm , River Falls, Wis., has been a family practice doctor in River Falls and Spri ng Valley since 1987 . 1981 1982 Douglas Adams . Fayettevi lle, Ark ., was grant ed tenur e and promoted to the rank of associate professor of sociology at the University of Arkansas. 1984 Kyle Anderson , Mahtom edi , Minn. , is sec reta ry/treasu rer for Assured Protection , Inc. He had an exci ting day at the end of June when he caug ht a 45-3/4 inch musky. 1988 Kiel T. Christianson , East Lansing, ~lich., is a senior writer for T.-avclGolfand World Golf, and his pieces are often featured onhn e at <www.michigangolf.com> . He recently wrote JO reviews and articles on his ,osit to Scotland for <www.worldgolf.com> and <W\vw.scotland golf.com> . Dave Stevens, Bnstol, Conn ., recently won his third Emmy Award for his work on ESPN's NFL Countdown. He was also featur ed in April in a reuni on show of That's Incredible for htS man y accomp lishm ents as a legless athlete. He played football at Augsbur g and tried out for the MN Twins, among oth er sports achievements . Brent Lofgren , Ann Arbor, Mich., is a physical scientist at the Great Lakes Emoronm ental Research Laboratory in Ann Arbor. He was recently qu oted in an article entitled "Are We Losing the Great Lakes?" print ed in the March/April 2002 edition of Midwest Living magazine. 1990 Traci Layne Gates , San Fran cisco, married Paul Sumn er in August. Traci Layne is a client relations specialist for an Intern et company ; Pau l is a prin cipal software engin eer for Moore lacofano Goldsman . Inc. , and races comp etitively at the elite level in cycling. Alexander J. Gonzalez . New Brighton , Minn ., is a partner at Office Systems Network , an office furnitur e dcaler shtp . 1991 Kristen Hirsch, St. Paul , recentl y started a new job as a senior communi cation s specialist for Park Nicollet Health Services in St. Louis Park , ~!inn . Katie (Pederson} Knutson, St. Paul , 1s director of marketing and communi cations at VEE Corporation, where she develops marketing strategies for domestic and internauonal tours and oversees the marketmg. creative sen oces, and publicity departments. She pre,oously did publirny work for the Ordway Music Center and for Jujam cyn Producuons. William F. Kaschak. Blaine, Minn ., was named a partner of KPMG LLP,an accou ntin g and tax firm that he Joined in 199 1 He is a CPA and sen •es as a member of the AICPA and the Minnesota Society of CPAs. Kevin Sime, ~linn eapo lts, was prom oted to empl oyee communi cations team leader with Target Financial Services. 1992 Erick Norby , Elk River. Minn ., was named head footb all coach and assistant princip al at Robbin sdale Coo per High Schoo l. He and his " ofe, Kristen (Hauschild} '92 have two childr en : Marissa, 6 , and Reese , 2. Shersten Johnson, St. Paul. recently joined the mu sic department faculty at the University of St. Thom as. She can be reached ,oa e-mail at <Srjohn son2@ suh omas.edu>. Alumni Cruise to Ireland and Norway July 30-A ugust 11, 2003 Kurts Strelnieks was named ,ace president of commercial lendin g ";th M&:I Bank in Minneapolis. He has 17 years of banking experience and is active in the Twin Cities business commun ity as a board member of the Turnaround Management Association. the Association for Corpora te Growth , and Tree Trust. This 12-night cruise costs 2,175 each for an inside room ; $2,500 each for an outside room wu h \\ond ows ; or $3 ,500 each for a suite with a private balcony. These pn ces are based on doub le occup anC)( A $-150 de posit per person by Februa ry 15 will guara ntee the room of your choice. Royal Caribb ean has a special round- trip airfare from Minn eapolis to Lond on for $600 . Winter 2002-03 ALUMNI CRUISE Augsbur g alumni , staff, and friend s are invited to cru ise on the beautiful Royal Caribb ean Gra nd eu r of the Seas cruise ship . Fly into Lond on and cru ise to : LeHavre, France (Paris); Plymouth , England ; Cork , Ireland , Dub ltn , Ireland ; Greenock , Scotland (Glascow); the fjords of Norway; Bergen , Non vay; Geiran ger, Non vay; Hclles)•lt, No rway ; Flam , Non vay; Amsterdam , Holland ; and return to London . Space is limited-m ake your reservation today! For more mformaLion, contact Dick "Porkchops" Thompson, A-Club president , at 95 2-404- 2668 . A significant portion of the comm1ssionable fees is dedicated to Augsburg College. A-UGSBURGNOW 25 Class Notes Matthew M aunu , St. Cloud , Minn., married Kathleen Newman in November. Matt works at the Central Care Clinic and Kathleen works for Anesthesia Associates. Sharol Tyra, Hanover, Minn ., recently authored an article called "How to Improve Your Job Satisfaction in Your Nursing Career," which was published in the Minnesota Nursing Accentand in Nort h Dakota's The Prai1ie Rose. She is president of Life Illumin ation and is a personal/career coach and inspira tional speaker. She can be reached ,~a e-ma il at <coach@lifeillumination .com>. Karin Zimme rli, Springfield , Minn ., joined the staITof St. John Lutheran Home in Springfield last )•ear, as therapeu tic recreation director . She was previously therapeutic recreatio n directo r at Rose,~lle Good Samaritan Center for six years. works at Waldorf College in Forest City, Iowa. 1993 Sharon Biezuns, Prior Lake, Minn. , was named Teacher of the Year at Oak Ridge Elementary in Eagan and honored by th e Eagan Rotary at a luncheon in May. She teaches English as a Second Language to student s in kindergarten throu gh fifth grade and has been employed by Ind epend ent Schoo l District 196 since 1995 . She has four children : John , Leah, Joe, and Josh . Kristin Jespersen, Mankato , Minn ., is a physical therapis t at Pediatric Therapy Services, lnc ., and also coaches girls' tennis. Carrie Kennedy , St. Paul , comple ted her M.F.A.in writing from Hamline University in May. Phyllis Williams-Thompson and her husband , Chad Thompson '92 , recently moved to Massachusett s for job relocation . She works for the March of Dimes. 1994 Ryan Kragerud married Andrea Warren in Jun e. Ryan works for the Longmont (Colo.) City Planning Departm ent ; Andrea Kari E. (Schroeder) Prescott, Minneapolis , recently comp leted her residency in Michigan and is a doctor at the Medical Arts Foot Clinic. She lives with her husband , Scott, and their son , Simon , 2. She can be reached ,~a e-mail at <keprescott@yahoo.com>. 1995 Susan (Ande rson) Boettger , Circle Pines, Minn., received her Master of Ans in Education from Hamline University in May. She is a teacher at Mississippi Elementary School in Coon Rapids, Minn. Julie Caligiur i, White Bear Lake, Minn ., is pursuing a master's in special educa tion at th e University of St. Thoma s and is a teaching assistant at White Bear Lake Public Schools. She can be reached ,~a e-mail at <jewel.jac@attbi.com>. Matthew Gooding , Goodyear , Ariz., is a special education teacher in the Litchfield Elementary School District , where he has been emplo yed since 2000 . He is "enjo~ng the weather and the challenges of teaching in a AUGGIE WEDDINGS self-contained special education classroo m." 1997 Paul Cicmil, Minneapolis , is an affiliate relations coordinator for the Minnesota News Network Radio Network, Inc. He is also a part-Lime studio coordinator and sports producer/on-site engineer for WCCO/KCCO radio . He can be reached via e-mail at <pcicmil@minnradio.com>. Corey Clements and his wife, Kristie (Wawryk) '98 , live in Whitti er, Calif. He is a doctor, practicing in Huntington Beach , and she teaches third grade in Long Beach. Zach Curtis, Minneapolis, was listed as one of the "top 10 actors under 30 in the Twin Cities" in a recent Pioneer Press article. He will direct Parallel Lives in February- for more information , go online to <www.juniorbirdman.com/50ftp/>. Sarah Gilbert , Milwaukee, Wis., is pursuing a master 's in education from Concord ia University, Wisconsin . She spent over three years as a television news producer prior to her return to school. Colleen Marie Hoffman , Minneapolis , married James Onstad m 2001. She is a senior social work er at Hennepin County Medical Center. She can be reached via e-mail at <colleen. onstad@co .hennepin .mn .us>. Last September 8, Susan Spector and Chr istiaan Simm on s w ere m ar ried at Lake Nagawicka in Hart land , W is. The newlyweds are both 2000 grads, a nd spent t heir first year after college livi ng and w ork ing in New York City. Susan tea ches fift h gr ade at Glenda Woolley School in Las Vegas ; Chri st iaan is a producer at NBC's Las Vegas st udio . The couple resides in Henderson , Nev. 26 A-UGSBURGNOW Last Augus t, Dan Werner '95 married Shayne Hamann in Perham , Minn. Their wedding reunited several forme r Auggie football players , as well as head coach Jack Osberg . Dan works in product services for Thrivent Financial for Lutherans in Minneapolis ; Shayne is an attorney at Sieben , Grose, Von Holtum & Carey. The couple lives in St. Paul. Susan (Scott) Lundquist, Fairfax, Va., and her husband recently returned from their Peace Corps assignment in Honduras. She is now at the Environmental Protection Agency in Washington, D.C., where she works on policy/data issues related to toxics release. Terry Neneman was promoted in August to postmaster in the U.S. Postal Service office of Lanesboro , Minn. He can be reached via e-mail at <neneman@baldwin-te lecom.net>. Winter 2002-03 ALUMNI GATHERINGS M ark your calenda rs! Rochester , Minn .: Feb 26 , 5:30 p.m., Manion Hotel Arizo na: March 5-9 , events/locations TBA Seattle: March 16, 2 p.m., Augsburg Chamber Orchestra concert/alumni reception , Seattle An Museum Portland/Vancouver : March 18, Augsburg Chamber Orchestra concert/alumni reception , time/locations TBA Colorado : March 15, alumni skiing at Winter Park ; March 17, Augsburg Choir concert/alu mni reception , Bethany Lutheran Church in Englewood Los Angeles/San Diego: May 5-1 0, Augsburg Concen Band concert/alumn i reception , time/locations TBA For more inrormalion , call 6 12-330-1178 . Jane Stone , Red Win g, Minn ., teaches soc ial studi es and language an s at Zumbrot aMazepp a Middl e School. Her hu sband, Bob, works ror the U.S. Army Corp s or Engine ers, and the coup le has two children . 1998 Angie Ahlgren , Minneapolis, is pur suin g a masters in English at the University or Minnesota, where she is a teachin g assistant. Patrick Berger , Minn etonka , Minn ., marri ed Catherin e Stamp s in Jun e. Th ey are bo th sixth-grade teachers at Eisenhower Elementar y in Hopk ins, Minn . Matt Milless , Schenectad y, N.Y., was promot ed to director or slUdent activities at Union College in Schenectady in 200 1; he was previously assistant dir ecto r of stud ent activities. Winter 2002-03 1999 Holly (Howell) Pedersen , Pine City, Minn ., is a special educat ion teacher at Hinckley/Finlayso n High School. She is also pur suin g a master 's in special education . 2000 Kimberly Dilauro , Plymouth , Minn ., is an an teacher for grades 4-6 at St. Franci s ISD #15 . Janice Mcinerney , Hayward , Wis. , left in October with the Peace Corps as an English teacher train er in the Ukrai ne. 2001 John Anderson , Bloomi ngton, Minn., married Kimberly Wuenz in August. John works at SimonDelivers.com in Eagan, and Kimberly works at Best Buy headq uarters. Jerome Fields moved to Leeds, England , in September in order Lo utilize his degree in internationa l bu siness from Augsburg . He works in intern ational business and IT consulting in Syntegra Corporations grad uate program. Jody Freiberg married Nate Froeschle in September. She is an enrollm ent specialist in the pension di,asion of Minnesota ure in St. Paul; Nate is a sales representative for Wireless Retail. Stephanie Quick, Chicago, is pursuing a Master or Di,on ity at Lutheran School orTh eology. She was recently cont racted by Augsburg Fortress to write vacation Bible school curriculum for 2003 , which will be used natiom, ade in Lutheran congregations. Michael Reed, Milaca, Minn ., is the new Milaca High School band director. He plans to continu e the marching band and hopes to expand the jazz program while introducing more mu sic techn ology into the program . Kimberly Riesgraf, Plymouth , Minn ., is an urgent care clinic ph ysician assistant. Kari Burke Romarheim and her hu sband , Vidar, reside in Bergen, Norway, where she works ,~th youth and family minisll)' and is pursuing a masters of philosop hy in religious education. 2002 Matthew D. Armstrong , Roscoe, Ill., is director or marketing at Forest Hills Country Club . Larry Lyden, Woodbury , Minn ., married Jena Bitner in Septemb er. He works at j. B. Collins Associates in Edina ; Jena is director or Kindercare in Woodbu ry. Amy Carlson, Minneapolis , is a new member of the Dale Warland Singers for their 2002-2003 season . Jackie Heyda , New Prague , Minn ., is stude nt teaching and is excited to move forward in the field or educa tion . She can be reached ,oa e-mail at <jackieheyda@augsburg .edu >. Joel Wolf , Maple Grove, Minn ., wo rks for Maple Grove Senio r High as a paraprofe ssional/specia l ed ucation teacher. Thomas W . Henke '86 and his ,~fe , Heidi, Princeton , Minn.-a son, Maxwell Thomas, in August. He joins siblings Blake, 15, and Gabby, 5. Lisa (Seekamp) '88 and Matthew Boerner, Bloomington , Minn.- a son , Corey James, in July. He joins sister Emma Kate, 2. Leah Marie (Parker) '89 and Jon Maves, Amherst, Wis.a daughter, Makena Ann , in Augu st. She join s sister Karlee, 4 . Lisa Lynn (McEat hron) '90 and Robe rt Caswell, Broo klyn Park, Mmn .- a son , Clayton Alexander , in Septemb er. Lisa is a senior bu siness analyst at FCS Comm ercial Finance Group . Sue (Richmond) '84 and Peter Johnson , Minneapo lis- a daughter , Marjorie Elizabeth , in April. She joins older broth ers Austin , 7, and Evan , 3. Sue is a registered nur se at Shriner s Hospita l for Children and can be reached ,oa e-mail at <Scout,~dow sue@aol.com> . Dina (VanAert) '95 and Sean Kortuem '01 , St. Cloud , Minn .- a daughter, Adin Shea , in Septemb er. She j oins sister Aubr ey, 2. Sean recently earn ed his teachin g license in early childh ood edu cation and Dina is a coach for the St. Cloud Figure Skatin g Club . They can be reached via e-m ail at <konu ems@att.n et>. Joy (Burkhart) '85 and Ton y Dean, Minn etonka, Minn .-a daughter, Lauren Marie , in Augu st 2001. Joy is a database admini strato r and programm er analyst for the State of Minnesotas Board or Public Defense. Joe Lavin '97 and his wife, Heidi , Richfield , Minn .- a daughter, Anna Vivian , in April. She join s sister Olivia. 4 , and broth er Timothy, 2. Joe is a special edu cation teacher ror Minn eapolis Publi c Schools. Leslie (Gilbertson) '86 and Reid Bonshire '85 , Eagan , Minn.adop ted a daught er, Olivia , from Bogota, Colombia , last Februar y. Reid is a sixth grade math , science, and an teacher at Black Hawk Middle School. He can be reached ,aa e-mail at <reid.bonshir e@ districtl 96 .org>. Kenndy (Bade) '00 and Kirk Lrnos, Sauk Rapid s, Minn .- a son , Owen . Births/Adoptions Ann (Holmberg) '80 and John Wilson , Bronx , N.Y.- a son , John, in July. Karen Hinrichs '00 and her hu sband , ~like , Minneapolis-a son , Joshua, in June 200 1. Karen is a social wo rker for Evcrcare. t4 UGSBURG NOW 27 A. Elisabeth (Thompson) Sidney '36 , Alexandria , Minn., died in August; she was 87 . She was a retired high school teacher, and over the years as a pastor 's wife, she served on the chur ch council , ca11commin ees, and as church organist. She lived in several areas throughout North Dakota and Minnesota. She enjoye d readin g, mu sic, and crafts. She is su rvived by six childr en : Philip '63 , Da,rjd '64 , the Rev. Mark '72, Peter, Sharon Herchenroeder, and Jean Wihn an '69 ; 15 grand childr en; and five great-grand sons. She is preceded in death by her hu sband , the Rev. Oliver Sidn ey. Salome (Eidnes) Cannelin '38 , Flossmoor, 111 ., died in August. She was a reli red teacher. The Rev. Carl Overvold '40 , Portland , Ore ., died in October; he was 86 . He was a retired ELCA pastor , and sen •ed in the Navy during WW II. He is survived by thr ee sons , Peter, the Rev. Paul, and the Rev. Jon ; daught er, Mary Ronningen ; and nin e gran dchildr en . John 0 . Saugen '40 , Spokane , Wash ., died in August; he was 83 . He was a master sergeant in the Air Force, where he was a meteorologist. He is survived by his wife, Lena ; four sons, Mark, Steve, Da,rjd, and Robert; and daugh ter, Linda Klassen . Anne L. (Berg) Oie '59 , Roseau , Minn ., died in 2002 . She was a retired family-living teacher; she was preceded in death by her husband , James. Lon Q. Johnson '70 , New Hope, Minn , died in Janu ary 2002 after a nin e-year ban le with colon cancer ; he was 53 . Lon's courage and positive approac h lo living with cancer were an inspiration to his family and friends . He is survived his wife, Nancy; childr en , Pamela Wood '90, Rebecca Sogard '96 , Nicho las, and Sarah Hanson ; and grand childre n , Dylan, Dalton , and Hann ah . Mary S. DiGravina '05 , died unexpected ly in November of unknown causes ; she was 20 . She graduated from St. Louis Park High Schoo l in 2000 and was a sop homore at Augsbur g. She is sunrjved by her parents , Frank and Julie ; sister, Emily; specia l friend , Jona th an Delong ; and many other friend s and family. Albert T. Kvamme , Pelican Rapids, Minn ., died in Jul y; he was 88 . He worked al Augsburg as a mechanic for many years. He also worked for 25 years as a mechanic for Francis Peterson in Detroit Lakes and Moorhead , Minn., until his retirement . He loved anything mechanical, but also loved gardening , fishing, antiqu es, and auctions. He is suMved by his son and daugh terin-law, Phil and Valerie, and five grandsons; he was preceded in death by his wife, Florence , in 2000 . Eliawira "Eli" Ndosi, Golde n Va11ey, Minn., died in October ; he was 65. He was a long-time adjunc t faculty member at Augsburg . He is suMved by his ,vife, Barbara; daughters , Mankwe and Rebeka; son , Nate; and many others. Teacher Tom Tomeo Ohno '53 dies by Nolan Zavoral, Minneapolis Star Tribune staff writer (reprinted by permission of the Star Tribune) om Tomeo Ohno , a driving force in the Twin Cities area's Jap aneseAmerican communit y, wouldn 't let peopl e forget the World War ll relocation camps where the U.S. government Tom Tomeo Ohno '53 confined American s of Japanese descen t. Ohn o, 74 , of Bloomington , who died !Oct. 14, 2002] of a heart attack at Fairview Southd ale Hospital in Edina, spe nt two years, from 1942 to '44 , in a camp in Washin gton state . Ohno , the sixth oldes t of 11 childr en , and his family were among 120 ,000 Jap anese-Americans sent to camp s. Although he made friend s and enjoye d playing baseba ll in th e camp , h~ neve r forgot the sorrow of his parents , T 28 AUGSBURG NOW forced to leave th eir lives in Seattle, where he was born. "He focused his life on educa ting others ," said Chery l Hirata- Dul as, president of th e Minnesota chapter of the Japanese-Ame rican Citizens League . "He wanted to make sure that it wo uldn 't happen to any other group ." Ohn o settled m the Twin Cities area in 1944 and left only for service in th e Army and the Army reserves in the late 1940s and early '50s . He serve d proudl y, his son and daughter said , because th e relocation camp had not turn ed his against his countr y. "He took a positive ou tlook ," his son , Rob , said . O hn o , who gradua ted with a teachin g degree from Augsburg in 1953 and received a master 's in school admini strati on from the University of St. Thomas in 1971 , spen t his life in edu cation and coac hin g. He taught math for 26 years at Minneapolis Roosevelt, until 1983 , when he retired form the Minneapolis publi c schoo l system , and he taught math part time for five years at Cretin-Derham Hall High School in St. Paul. Ohno's Roosevelt baseball teams wo n thr ee City Conferenc e titles. He also coac hed girls' softball and socce r at the school. ln additi on , he coached a variety of sports and served as an umpir e in Bloomington and Edina. Although Rob played for his father 's baseball teams, Ohno 's daught er, Pam Ohno Dagoberg, received her share of attention. "I was in band in high school , and later I rode horses ," she said . "Dad didn 't do those things , but he never missed one band concert, and he came to all my horse shows ." Besides Rob, of Vedra Beach, Fla., and Pam , of Plymouth , Ohn o is survived by his wife, Reiko; two brother s; eight sisters ; and four grandsons . Winter 2002 -03 Music April 8 For more inf ormalion on any of these events (unless otherwise noted), call 612-330-1265 Augsburg Jazz Ensemble Concert February 16 Gospel Praise Concert 9 , 10 , & 11 a.m .; noon-M ount Olivet Lutheran Church , Minn eapolis February 21 The Habbestad Ensemble 8 p.m.- Sateren Audit orium February 23 7 p .m.- Hoversten Chape l Theatre For information, call 612-330-1180 For more infom,ation on any of these events (unless othenvise noted), call 612-330-1257 February 5-May 7 Janu ary 31- February 9 Blood Wedding by Federi co Garcia Lorca; dire cto r, Manh a Joh nson Performan ces: Jan . 3 1, Feb. 1, 6, 7, 8 at 7 p .111 .; Feb. 2 and 9 at 2 p.111 . Tjo rnh om-Nelson Th eater Riverside Singers Concert 9:30 a.m.-Arlin gto n Hills Luthera n Chur ch , St. Paul April 4-13 March 8 &. 9 by Anton Chekho v; dir ector , Darcey Engen Performan ces: April 4, 5, 10, 11, 12 at 7 p .m.; April 6 and 13 at 2 p .m. Tjornhom- Nelson Th eate r The Cherry Orchard Gospel Praise Concert March 8 al 5 p .m.; March 9 al 8 :30 a.m . and 10:45 a.m .-G race Luth eran Chur ch , Tomahawk, Wis. March 9 Forgalle1y information, call 612-330-152-! February 21-March 19 4 p .m.- Holy Nativity Luth eran Chur ch , New Hope, Minn . Anita Ophoven : Drawings The Gage Family Art Galle1y, Lindell Library Op ening reception: Feb. 21, 6-9 p.m. February 21 - March 19 Augsburg Choir Concert 7 p.m.-S l. Philip the Deacon Lutheran Church , Plymo uth , Minn . "a simpl ifie d ve rsion ... " a site specific installati on by robert k. t om March 14-19 Augsburg Chamber Orchestra Tour Christensen Cemer An Gallery Seaul e & Ponl and March 14-23 Augsburg Choir Midwest Tour March 25 Concerto Ar ia Concert 7 p.m.- Hovers ten Chapel March 28-May 4 All-Student Juried Art Exhibit ion Th e Gage Fam ily Art Gallery, Lind ell Library; Opening reception : tvlarch 28 , 5-7 p .m .; awards , 5:30 p.m. March 28-May 4 April 6 Senior Art Show Augsbu rg Concert Band Concert Ch ristensen Center An Gallery Op ening reception: IVlarch 28 , 5-7 p.m. 3 p.111 .-C em ral Lutheran Chu rch Minneapolis (6 p .m.) Maste r of Arts in Leadership Series on Transformational Leadership • Feb. 5-D ave Ogren , "Transfom, ational Leade rship and the Facilitation of Connict " • March 4- Suzann e Koepplinger , ''Transformin g Society's View of Domestic Violence" • April 9-Kat hi Tunh eim, "How lo Lead Authent ically and Facilitate Work/Life Balance" • May 7- tvlAL stud ems, "Leade rship Paper Colloquium " Chri stensen Cemer For informati on , call 6 12-330- 1786 February 8 Exhibits Augsburg Choir Concert March 13 Seminars, Lectures, and Films Connect ions: A Women's Leadership Event "Linking Vocation, Financial Security, and Life Balance " (variou s speakers) 8 a.m.-1 2:30 p.m.-Thriv em Financial Corpo rate Offices, Minneapolis For registrati on , call 612-330-1468 February 10 "Jews and Christians in Dialog ue" Augsburg Convoca tion Series-Tru th , Reconciliation , and Forgiveness • Victoria Barnell, writer/scholar on Protestam church es during the Holocaust • Barry D. Cytron , associa te professor of theology and Jay Phillip s Professor in Jewish Stud ies, Cemer for JewishChris tian Learn ing, St. John's University/University of St. Th omas 10 a.m .- Convocation , Hove rsten Chape l March 13-14 2003 Batalden Seminar in Applied Ethics: Truth , Reconciliati on, an d Forgiveness Th e Rev. Cu rtiss Pau l DeYoung, aut hor and associa te professor of reconciliation studi es , Bethel College, l. Paul. March 13- 7 p .111 ., Public lectur e March 14-10 a.111 ., onvocation ; panel discussion , 11 a.m. Hovers ten Chapel Send us your news and photos! Full name Classyear or last year atte nded Maide n name Street address Please tell us about the news in your life , your new job , move , marriage , and births . Don't forget LO send photos! For news of a death , written noti ce is required , e.g. an obituary, funeral notice, or program from a memoria l service. Send your news items , photos, or change of addr ess by mail to: Augsbwg Now Class Notes, Augsbur g College, CB 146, 2211 Riverside Ave., Minneapolis, MN, 55454 , or e-mail lo <alumni@augsburg.edu>. State City Is this a new address? D Yes Employer • No ____ H _o_m _e-te""' l-e p..., h_o_n_e_____ Spouse name Your news: _ __________________________ • E,--m - a,,. il-----= =-o-k-ay_ t_o_ p_u_bl-ish-yo_u_r_e-_ m_a_ il-ad-d-,e-ss-? Work te lephone Position Is spouse also a graduate of Augsburg College? Zip D Yes D No If yes, class year_____ _ M aiden name ____ _ _ _ __ _ _ ·------------------------------------------------------------------------------------------------------------------------------------------------- A-UGSBURG C O L L E G E 2211 Riverside Avenu e Minn eapolis, MN 55454 Non-Profit Org. U.S. Post age PAID Minne a polis , MN Perm it No. 2031
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Title: Murphy Square 2003: Murphy Square 2003: A Book of Well-Rounded Artists
Collection: Literary Journals

Title: Augsburg College Summer Catalog, 2004
Collection: Course Catalogs
Search Result: augsburg in the summer Augsburg College offers a varied summer curriculum that includes courses in 18 academic disciplines as well as internships and independent studies. A detailed listing of courses begins o n page 8. summer sessi- Course loads i n Summer Session: Students may take up t...
Show more augsburg in the summer Augsburg College offers a varied summer curriculum that includes courses in 18 academic disciplines as well as internships and independent studies. A detailed listing of courses begins o n page 8. summer sessi- Course loads i n Summer Session: Students may take up to two credits in each session. However, W E C students taking two or more course credits in the spring trimester are not eligible to take classes in Summer Session I. Unless otherwise indicated, all courses carry a value of one course credit. O n e Augsburg course credit is the equivalent of four semester credits and six quarter credits. I June 1 to July 2 summer session II July 12 to August 12 \ about augsburg Augsburg College is a four-year, liberal arts college located in the heart of Minneapolis, and affiliated with the Evangelical Lutheran Church in America. Augsburg is accredited by The Higher Learning Comn~issionof the North Central Association of Colleges and Schools.* The small college environment, ahout 3,000 students during the academic year, is enriched hy the many opportunities found in this vibrant metropolitan area. Augsburg's setting allows students to participate in a host of cultural and recreational activities. *The I-11gherLe~in~illg Coilunissioi~of tl~eh ' o ~th Ceiltrol Associ~~tiol~ of Colleges (111dSchools, C D I ~ I I ~ ~O~I LS S ~ O ~ I l~~>titutioi~s of Higher Edncotiorl, 3 12-263-0456. Web site <u'ww.~~urcihe.org> summer session info Augsburg general education: Courses fulfilling Augsburg's Liberal Arts Perspectives, Core Curriculum, and Graduation Skills requirements are so noted along with the description of the course. Course levels: The first digit of the three-digit course number indicates the course level. Course numbers beginning with a "1" or "2" are Lower division courses and are intended primarily for freshmen and sophomores; course numbers beginning with a "3" or "4" are upper division and are primarily for juniors and seniors. Independent study: Independent studies may be arranged in consultation with individual faculty members. Internships: In addition to those listed, internship opportunities may be arranged individually during the summer. Academic internships are carefully planned work-based learning experiences, supervised and evaluated by a faculty member. Consult the Center for Service, Work, and Learning at 612-330-1148 for more information. Employer reimbursement: Students who qualify for reimbursement by their employers may use their reimbursement to PaY for Summer Session courses. Housing: Students who need housing may contact the Residence Life Office at 612-330-1488. information Additional information may be obtained at: www.augsb~~rg.edu/summer A~~gsburg College Campus Box 143 2211 Riverside Avenue ~ i ~ ~MN ~ 55454 ~ ~ ~ l For registration or financial questions: 612-330-1046 (Enrollment Center) For questions related to courses: 612-330-1025 (Academic Advising) eligibility Persons i n good standing at regionally accredited colleges and universities, graduates of such institutions, and students admitted for the next fall term are eligible to attend Augsburg's Summer Session. Good standing implies that the student has been admitted and not subsequently dislnissed by that institution. Students accepted for Summer Session are not automatically granted admission as regular students of Augsburg College. Those wishing to begin a degree program at Augsburg should apply to the Office of Undergraduate Admissions, 612-330-1001, or the Weekend College Admissions Office, 612-330-1101. i ~ , to . .. calendar L - m dents may hegin to register for ,,~~,,,ncrSession courses on April 5. Web registration will remain open until April 29 ssion I) and June 11 I-' (Session registration huurs '- will he 8 : 3 .c.LLt. ~ L1, 1159 k7.m daily. Augsburg students are encouragecl to use Web r ratio Ion-A~~rahurg uder 1st regis1 hnrollment Center between 8:30a.n 4:30 p.m. M - W (8:30 a.m.-7 p.1Thursdays). T h e Enrollmeiit Located in Sverdrup Hall. V recommencl that you sche courses as early as possil ' at time ( lnust he lmic tion. All students Full hv, Mav, 7 for I and J u n e 18 for S ~ ~ m mSeers b r u ~11. ~ Tuition must be paid in full (see calendar), or you will hopped from your course(s); a cellation fee of $100 per course will apply. Augsburg students who have unpaid balances from previous terms must pay these balances before they may register for Summer Session. Summer Scs Change in Registration: M a ~ i ycourses If a discrepancy is found between this catalog and course i~lformationfound through AugNet, AugNet should he c o ~ ~ s i d e r ethe d most current, a u ~ thus, l correct. Students registering for Summer Session I must complete their registration by June 1. April 5 Web registration closes April 29 June 11 Balance of tuition due May 7 June 1 June 18 July 12 Classes begin April 5 .ast day to: I Register (without late fee) June 1 July 12 I Register (added late fee of $75) June 4 July 15 (no registrations will be accepted after this date) 'Drop class without notation June 4 July 15 1 Change grading option June 18 July 29 1 Withdraw from class June 18 July 29 July 2 July 12 August 12 August 20 fill early and courses with low enroll~neiitswill be ca~iceledone week hefore the first day of the session. Students who cancel their registration prior to the first day of the session must lasses end 3rades due in Registrar's Office complete a clrop/adci form at the chedule of refunds Enrollmeilt Center (this milst he done .00% of the refundable portion of tuition (less $100 administrative fee): in person). There is a charge of $100 for each course cancelled. Students registering for Summer Session I1 must complete their registration by July 12. Registration begins For refund information please see schedule of refunds o n next page. If cancellation at the Enrollment Center is no later than June 4 (Session I) and July 15 (Session 11) '5% of the refundable portion of tuition: If cancellation at the Enrollment Center is no later than June 8 (Session I) and July 20 (Session 11) A late fee of $75 will he assesseci for students who register after the first day of tlie term. N o Session I registmtious will he accepted after June 4. N o Session 11 registrations will be accepte~lafter July 15. iO% of the refundable portion of tuition: If cancellation at the Enrollment Center is no later than June 11 (Session I) and July 23 (Session 11) map of augsburg - . L- costs y The tuition char - - . --.nmer m i o n courses 4 0 0 for nurses $700 for half-credit courses Audits are charged at the tuition rates listed above. h W E C stude nrolled in Summer Session I1 may be eligible for financial aid if their course load is at least 1.0 credit. To apply The only fo financial a-id a Eligib~htyfor Summer fl Session attendees 4 Students who maintain half-time status (as defined the program ,.L-are enrolled) are eligiblc *- ' financial aid. Day program 7 Students enrolled in either Session I or 11, or both sessions combined may be eligible to apply for financial aid if their course load is at least 1.5 credits over the two sessions. WEC program - of financial aid available for Summel sion attendees are the Federal Pel1 Grant, the Minnesota State Grant (for students who meet eligibility requirements), and student loans. Visit the Enrollment Center Web site to download an application form at <www.augsburg.edu/enroll~. The financial aid priority deadline for Summer Session is May 15, 2004. Augsburg Employee Tuition Benefit Faculty, staff, and dependants of the College who are eligible for the maximum tuition benefit will receive a 60% discount o n Summer Session tuition, For W E C students enrolled in spring trimester, n o aid is given for Summer Session I as it runs concurrently with the W E C spring trimester. # & II e l k * COLLEGE M A P INFORMATION 1. Center for Counseling and Health Promolion 2. Weekend Admissions 3. Air Slructure Entrance (November through March) 4. Edor-Nelson Athletic Field and Seasonal Air Structure 5. Christensen Center 6. Easl Hall 7. Faculty Guest House 8. Foss. Lobeck, Miles, Center For Worship. Drama and Communication 9. Sverdrup Hall 10. Husby-Strommen Tennis Courts I I.Ice Arena 12, institutional Advancement 13. Lindell Library 94 west 11 14, Maintenance and G~oundsShop 15. Mortensen Hall 16. Murphy Place 17. Murphy Park 18. Music Hall 19. New Residence Hall 20. Old Main 21. Oscar Anderson Hall 22. Quad 23. Science Hall 24. Security Diapatch Center 25, Shipping and Receiving 26. Si Melby Hall 27, Sverdrup-Oftedal Memorial Hall 28. Urnebs Hi111 campus location PARKING INFORMATION A. Visitor Parking B . Resident Parking C, Commuter Parking D. FacuIty/Staff/Commuter/Resident Parking E. Resident Parking F. Resident Parking G. FacultylStaff Parking H. F;lcultylStaff Parking I.Visitor/Admissions Visitor Parking J. FacultyISlaff Parking K. Commuter Parking L V i s i t o r Parking M. FacultylStafflCommuter Parking N . FacullylStafflCommuter Parking 0. Fairview-Universily Parking Ramp 35W f r o m the NorthTake Wnshington Avenue exit 2nd turn left o n Washington (turns right onto Cedar Avenue), turn left ;it Riverside Avenue, right at 21st Avenuc South. 1.94 East f r o m MinneapolisTakc 25th Avenue exit, turn left at 25th Avelulc, turn left at Riverside Avenue, turn left at 21st Avenue South. 1-94 West f r o m St. PaulTakr Ri\evsirle exit, turn right at Riverside Avenue, Atcgsburg College, as afirmed in its mission, does not discriminate on the basis of race, color, creed, religion, nutional or ethnic origin, age, gender, sexual orientatiml, marital stattrs, stutus with regard to public arsistance, or disability in irs ed~icationpolicies, admissions policies, scholarship and loan program, athletic and/or school administered programs, except in tl~oseinstances where .religion is a bonu fide occupatiollal qualification. Atcgsburg College is committed to providing ~earonublcaccommodations to its employees and its students. turn left at 2lst Avenuc South. 35W f r o m the SouthFollow the 1-94 St. Paul signs (move to right lane after each o f two mergers). Take 25rh Avenue exit and turn left at Riverside Avelu~c,turn lcft at 21st Avenue South. most current classroom information. A R T 102-S ACC 221.S 1- Tom A i of desig the visual arts lng foundation for e-dimensional projects basic design elements ' I... ,,.... ..., de~nonstrati~i~ and principles. Perspect in Fine 1 Principles of Microeconomics Principles of A c c o u n t ~ n gI Introduction to business activities, bar Introduction t o Public Speaking Groven Develop critical thinking skills by study of the Kader col~cepts 4 The camera will be used as a tool for visual creativity and expression i~singblack and white photographic processes. Students nc 35 mm, sinfile-lens ~eflexcamera ' cess to a ed cost of film, ctc.: $200-225. Perspccti,,c/Skill/LAF: Acstllcticr 6-9:30 p.111. 7: :in Fine Arts Old M[1i114 ART 2 4 7 3 theory to market policy. May be taken and reilltation. Course content will include how to independently of E C O 110 or 112. E C O 112 and 8:30 a in -~IOOII build and analyze public arguments that confront 113 may be taken in either order. students in their everyday lives Perspecti\,e/Skill/IAF: Speaking; I A F in Fine Arts (Prereq : MPG2) Perspecti\,e/Skill/LAF: Social World I or 2; I A F in Old Main 10 1 4 3 0 p.m. Principles Argumentation Groven The course focuses o n speech preparation, 1 4 : 3 0 \J.I+ I organization, audience analysis, style, listening E D C 220-S ability, and the o\,ercoming of speech fright. Educational Technology (.5 credit) Old Main 16 (Prereq.: SPC 111 or 112, or Jr. or Sr. standing) BUS 4 6 5 3 International Management This tl~ougl~t,p~ovoking course examines those issues and activities unique to marketing in an international setting. Emphasis is placed o n adaptation of a mnlkcting mix according to the international market in^ environment. M, W 6-9:30 p IIL I spatial envimnment. Topics cotmered will inclucle: This course includcs Financial Stntcmcnt Analysis, Risk and Reti~rn,Security Valuation. Capital Old Mr~in17 M, W F I Okl Mail1 2 9 Meziou 01 consent M, W Suerdn~p204 (Mac classroom) EED 495-S Gregoire international t ~ a d e Application . of elenientary eco~iomictheory to currelit economic problems. Assessment is based on written msign~nents,a (Prereq.: MPG 2) Pe~specti\~e/Skill/LAF:Western Heritage; LAF in Social and Behavioral Sciences M, W 1 4 : 3 0 11 In. of instructor) Soerd~trb202 - explore properties of and changes in matter; position, motion and force; light, heat, electricity a n ~ magnetism; l and kincls of and \vays to mnsfer energy. Taking the ~'liysicalconcepts learned, students will de\elop E C O 112 and 113 luny be taken in either order. An int~oductionto print, broadcast and web-based advertising and pron~otionas important elements in moclern marketing and communications. This course combines classroom and web-based learnilig tools. 6-9:30 p , m M, i ~ i c o ~ nanalysis, e monetary and fiscal policy, May be taken independently of E C O 113 or 110. Advertising a'tlL'-llooll Topics: Elementary Education Physical Science Gilsdorf Principles of Macroeconomics An introduction to macroeconomics: national MKT 357-S (Prereil.: MKT 252 teacl~indlearningsituations. Computer training will he included in this course. ECO 1 1 2 3 Perspective/Skill/LAF: Acsthctics M, W evaluation of effective audio-visual materials for Snldents will participate in llan~lx>n experiments t<> Capital (Prcrcq.: ACC 221, ECO 112 or 113, onrl MPG 3) communication through the use of instructional technology. Selection, preparation, prc~duction,and S P C 354-S Kapoor B'"igeting, Capita1Structule Management. Erickson Psychological and philosophical dimensions of Interpersonal Communication Lapakko A study of the dynamics of liu~iianinteraction ' Financial Management 6-9:30 p m. SverdrL4p through verbal and non-\erbal messages; emphasis on factors that huild relationships and help to overcome comniunication barriers. Sverdntl~1 6-9:30 p . 1 ~ M, W Old Maill 13 FIN 3 3 1 3 ' Perspccti\~e/Skill/LAF: Critical Thinking Paleczny-Zapp he placed o n development of perceptual clrawing skills to accurately render the l u ~ m a nform in a 6-9:30 p.ln Old Main 10 I 6-9:30 1,111 payable on tlie first day of class for the cost of models. Social and Behavioral Sciences ?; Th 1 4 : 3 0 p.1~1, 1 metliods and teclu~iquesof clrawing the liu~iian composition. NOTE: There will be a $50 fcc Old Main 16 SPC 3 5 1 4 form through the use of live moclels. Emplusis will gestllle, proportion, foresl~ortcning,skeletal and musculature anatomy, shading and rendering, and T; Th Development of the theory of management, organization, staffing, planning, and control. The nature of autlio~ity,accountability, responsibility, and analysis of the professional manager. This coursc will introduce thc stl~dentto tlic McCaffrey distribution. Application of elementary econo~nic theory and practice of argument, evidence, fallacies, (Prcreq.: BUS 242) Perspective/Skill/IAF: Writing Life Drawing Gilsdorf An introduction to microeconomics: the theory of the Iiousehold, firm, market structures, and income and fi~ndamcntalsof accounting, the accounting cycle, alld BUS 2 4 2 3 Old Mrlill 4 E C O 113-S SPC 1 1 1 3 AF: Aesthetics; Speaking; LAF 1 4 3 0 p.111. A R T 1: ffm Olrl Mail1 13 denionstntions and lessons for K-5 classrooms. tech1101ogy pr~ject,lessons/de~i~~nstratims, classroom participation and an exam. (Prcrcil.: Students niust be Elementary Ecli~cation Majors-this course does N O T meet the Science Lzh graduation recll~irement) 6-9:30 ~ . m 7; Th Science 19 A: I 1 888 On dl june I to july 2 7 GS; LUU-a I N S 255-S Quantitative Reaso NG 282/482-S Statistical Literacy Critical thinking abc :entury B r ~ t l s nf' gating the victc Paideia Seminars Schield ttistics as evidence in el: ~ h , , i l l ~ ~ ~ ~ d d l argi~~nents ~ in\rolving predictions and explanations. Topics will include reading and evaluating tables, This course studies the novel of suspense, mystery graphs, and statistical models as well as and terror in 19thcentury Britain, from generalizations, traditional confidence intervals, Frankensteill early i n the centllry to Dracula a t its and lhypothesis tests. Empha-'c on interpretation, end. Often challenging and sometimes sub\,ersive, evaluation and cornmunicat these novels drew intense public scrutiny by raising 3, (Prereq': issues that politer domestic fiction hardly lhinted at. Perspecti\ II/LAF: Quan Reaso We will read several of the best of these thrillers, 6-9 M, W Old Mail1 10 investigate the culture that produced them, and I h - work to determine why they have continued to ...J (Prereq.: ENC 111) Perspective/Skill: Western Heritagr 122-" Shariff S. History Twentieth C e n t A survey focusing o n the nation's adjustment to Humanities 1 4 3 0 p.m. industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal goverlhrnent, tlie implications of increasing racial ant1 ethnic di\fersity, and the inipact of E N G 361.S Clayton The course focuscs o n contemporary 20th century prose works. It includes Native American and European writers, with an emphasis on non- Perspective/Skill/LAF: Westcrn Heritage; Critical Thinking; LAF in Humanities Western (Asian and African) fiction. 6-9:30 p.m, M, W Old Main 18 (Prereq.: ENG 245 or consent of instructor) Perspective/Skill: Intercultural Awareness 1; Writinfi 6-9:30 p.m. ?; Th Old Main 16 lil . G S T 009-S Cooperative Education Olson I N S 105-S Introduction t o American Indian Studies Weston Designed to introduce students to the content areas of the American Indian Studies curriculum, this Cooperative Education is a work experience related to a student's nhajor/minor or career interests, but course includes a n o\,erview of American Indian history, federal Indian policy, land issues, not dolie for academic credit. The goal is for st~ldelltsto apply theory to pmctice in an approvecl reservation and urban issues, cross-cultural i~~fluences, and Anierican Indian literature, art, work setting. Students set learning goals and music, and language. e\faluate their learning with the director of the Center for Service, Work, and Learning. Perspective/Skill/LAF: Intercultural Awareness 1 6-9:30 m M, W Suerdn~p2 0 Satisfactory completion fi~lfill,thc Augsburg Experience (AE) developed by Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understa~idti~nelessideas, listen carefully, and question thouglhtfully. Perspective/Skill/LAF: Critical Thinking June 2 1-25 sUerdnrp 17 :- 1 - - i -. MAL 5 9 9 3 Topics: Comprehensive Examination Seminar Pike The purpose of this semiliar is to prepare students for a co"prehensi\.e as the capstone for completion of the Master of Arts in Leadership. As one of four completion options in the MAL program, students will experience a n intense, collaborative, and directed integration of their I N S 295-S understanding of kadership expressed through Topics: Doing Business i n the Czech Republic successfi~lcompletion of the examinations. There is Stoller Focus of this course will be o n doing business with a four-hour written seated examination, a take- and in the Czech Republic. Developing capitalist enterprise in this ex-communist world offers scheduled meetings are adapted as required significant challenges. This course will examine the (Prereq.: Conselit of instructor or MAL program director is recluired.) 7- appeal to successi\~egenerations of readers. Studies i n Modern Fiction Kaufman Students will participate in a series of seminar discussions following the Paideia se~uinarformat as obstacles as well as the models that are ssucceeding as the Czech Republic makes the transition to a free market econonhy. History and culture will be home exam, and a n oral exam. Cale~ldarand (contact professor or MAL office for specific dates.) 6-9:30 p.m M,W Old Main 11 discussed fully as a basis for the countrv's economic model. Tlie course will be team.taug11t with a visiting Czech professor. 6-9:30 p.m. M, W Old Main 25 MAT 1 7 3 3 M a t h of Interest Kaminsky Learn how to determine tlie monthly payments on I N S 325-S a housc, boat, or car Find out how much you need Building Working Relationships This coursc explores working relationships in a to he socking away now to have a ~iiillionwhen you retire. Learn how annuities, perpetuities, and life changing world. Sclf-assessment tools and applied insurance work, and more. Evaluation will he based papers help participants gain a better understanding of the role the individual plays within the context of \vorkplace relationships. on classroom participation, quizzes, and a filial examination. (Prereq.: MPG 3) Enipliasis is placed o n interpersonal, group, and Perspective/Skill/LAF: Quantitative Reasoning; organizational relationships. (Prereq.: Jr. or Sr. standing, and at least one of the following courses: S O C 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105) LAF in Natural Science and Mathematics (lion-lab) 6-9:30p,m, M, W Sciet~ce108 Perspective/Skill/LAF: Human Identity; Speaking ?; Th Suerdnrl~2 0 6-9:30 p.711, 1 - REL435-S Vocation and the Christian Faith iL 101,s POL 1 6 0 3 ginning Sign Langual 3di1cti< Mikkelson : and tlie signs and deaf c ~ demonstration by~llitxof ASL. ~ ~ u u e nOt Us S C ~ ,the of signs, practice their o n signing, and learn the facial expressions and body language needed to co~nniunicaterlrarlv with deaf and hard-of-hearing people. Perspecti\re/Skill/mb: Lnrerrultural Awareness 2; Modern Lnnguage Core ! 64:301 dailr 23 PSY 2 6 1 3 World Politics Personality This course is an int history and majc ~ o nto the clyna~nics, dynamics, and de\,elopment of personaliry. relations. It expl economic develc efforts to comba F g l o b a l citizenship and sace and ineouality around 14:30 p m cast - ' the 'lobe' environme Ises and conflic studie estions explored 1 3 r wat~ 111 the class we define peace! What are the achieving a luore just and equitable Deglnnlng Spanish I Kinr Aims to develop four basic skills: understanding, oppression! speaking, reading, and writing of elt Perspective/Skill/LAF: Social Worlcl 1 or 2; LAF in Spanish. Introduction to the c1llrllr+ Spanish-speaking world. Perspective/Skill/LAF: Intercu .- 8:30-11 a.ln. VC: TI1 auses of conflict and M, W bvareness 2; Old Muin 2 6 SPA I l l - T Kingsley Beginning Spanish I Aims to develop four basic skills: understanding, speaking, rmding, and writing of elementary Spanish. Introduction to the culture of the Spanish-speaking world. perspectivdSki[l/LAF:Interculturn[Awarelless 2; Old Maill 26 Old Main 18 PSY 2 6 2 3 ~~~k Abnormal Psychology treatment. Underhill.Cady This course critically examines the political dyna~uicsrelating to the communities and ecosystems of the Upper Mississippi Watershed Issues explorctl inclucle water pollution, tlie lock and dam system, in\,asive species and biodiversity, water economics development, urban sprawl, far111 policy, and energy production. The class will look at the challenge of balancing economic de\,elopment, social justice, and environmental stewarclsliip in the 7; Th Old Main 13 1 - 1 OM Main 18 Rooney the growth of individuals and faniilics. Growth ~ 11 ~ ~related to~diverse populations b ~ and groups ~ or special k The origin, literary character, and transmission of StrcSScS the biblical documents; tlie task of biblical interpretation, and the history of Israel and tlie (Prereq.: So., Jr., or Sr. standing or consent of instructor) emergence of the church. Not accepted for credit for students who have taken REL 301 or 302. 6-9:30 p.m. Rrspective/Skill/LAF: Christian Faith 1 or 3 1 4 : 3 0 p,m. 7; TIL Lirtdell 16 a f'lcuS' PerSpecti"e/Skill/LAF: Hun'an ldentiw 7; TI1 Suerdnrp 202 6 W S T 2811481-S REL 3 7 0 3 Topics I n Women's Studies: Native American Women and Film American Indian Spirituality and Philosophical Thought Religious beliefs, spiritllal customs, and philosophy relationships with nature, religious oversigl~tof life cycles, sacred ritual ceremonies, and beliefs in a n afterlife. (Prereq.: ENG l l 1 , J r . standing, and REL 100, REL 111, REL 221, or REL 331) Perspective/Skill/LAF: Christian Faith 3 or [ntercultural Awareness 1; Writing 6-9:30 7; TI1 Marubbio This course explores Native American \rZomenin similarities and differences are explored as arc tribal 7; TI1 S W K 260-S H u m a n s Developing biological a ~ i dpsychological factors that influence along the river, some exploration of tlie river by boat, and opportunily to Ineet with stakeholders 6-9:30 p ~n Sverdnip 1 ,.. . growth through life and of the socio-cultural, of North American Imlians are studied. Tribal Perspective/Skill/LAF: Social World 1 or 2; Critical Thinking; LAF in Social and Behaviural Science .. Tliis course provides an understanding of h u ~ n a n region. There will bc weekly excursions to sites working o n \vrious river-related issues. , .. . (Prereq.: PSY 102 or PSY 105) ?; TI1 2-530 p.m. . An introduction to psychological disorders and Biblical Studies POL 2 4 1 4 Environmental and REL 331) Perspective/SkilVlAF: Christian Faith 1, 2, 3; senior keynote REL 221-S River Politics Modern Language Core Skill 1 6 4 3 0 11 m 7; Th Li~~dcll 16 7; TI1 Biblc and key f i ~ ~ r from e s the Christian tradition to help students answer these important questions. (Prereq.: REL 100, REL 111, REL 221, REL 300, or (Prereq.: PSY 102 or PSY 105) 8:30 a.m -noon Social and Bcliaviora[ Scicnccs 6-9:30 p.111, Modern Langi~ageCore Skill I to description, of international J D U F ~ of peace, sustainable include: H y Tix current scientific.based approaci,es Tranvik What does it mean to haven vocation! Is there a purpose for your life! Tliis course will use film, the Old Main 13 American fillu history as representatiolls in Holly\vood cinema, as political and social forces in indigenous fill,, mo,,en,ents, and as role lllodels involved i n and proliLlcingdoculnentary films. Perspectivc/Skill/LAF: Intercultural Awareness 1 6-9:30p.m. 'L TI1 Liltdell 16 .- - - - - - - I - - - - - - - 4 4' -- session I 1 july - - ---- - I I I I2 ,to-august I2 I L I Please refer to ht@://a~gnet.augsburg.edufor the most current classroom information. - A R T 107-S Drawing C A R T 250-S r A R T 118-S Painting I Bollman In this first level painting course, students learn important concepts of painting. Most class time is spent painting. Slide lectures, denionstmtions, and critiques complete the learning experience. Perspecti\,e/Skill/LAF: Aesthetics; LAF in Fine Arts I 0 in 7; Th Old Main 17 ART 2 2 5 3 I Graphic Design I Allen This course is an introduction to the principles and techniques of graphic design i~singpage layout software. Eniphasis will be with text and image. II laced o n designing Rrspective/Skill/L4F: Aesthetics; Speaking; LAF in Fine Arts 6-9:30 p.m. Foss 226 This course addresses the designed e~~vironrnent, che intentionally designed places in which nre live We will investigate architecture, landscape architecture, and ~ ~ r b design; an class sessions consist almost exclusively of walking tours and site visits to prominent examples of design excellence. I h M, W A R T 2491349-S (with H I S 2 4 9 1 3 4 9 3 ) Designed Environment Anderson I Strategic Management An introduction to Concepts and principles related to the management Prereq.: none for 249; for 349: ENG I11 and an art, history, or urban studies course Pe~s~ective/Skill/LAF:Aesthetics or City; Writing (ART 349 only) of operating functions taught from a managerial viewpoint with examples from various industries and sectors. Perspective/Skill/l 6-9:30 0 . m 4ibk Graphi ' ._ 6-9:30 p.m, "!lc lgn I' Allen (Prereq.: ART Gyberg This course introduces basic chemistry concepts in the context of numerous science-based issues in our basic understanding of the science behind issues present and in the future. (Prereq.: MPG 2) Kapoor Introduction to personal financial planning and budgeting, credit management, income taxes, Perspecti\,e/Skill/LAF: Natural World 2; LAF in Natural Science and Mathematics (non-lab) 8:30 a.m.-noon ?; Th Scie~~ce 3 15 I insurance, real estate, investments, retirement and I estate planning. 6-9:30 p,m. Foss 220 Kader Principles of Accounting 11 A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and ft~ndamentalsof managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221) T; Th Suer(lncp I DiversityIMinnesota American Indians Isaacson At1 introductory course to develop understanding This course examines human diversity and human of basic c o m p ~ ~ t i nconcepts g and specific skills in human relations and Minnesota American Indian using ~nicroconipi~ter software (Windows, Word, requirenients and is an option within the licensure program. 6-9:30 01.. using sofnvare. (Prereq.: MPG 3) E D C 4801580-S Suer(1rrrp 206 I Sverdnrp 202 suerdnLp205 Meziou .. . ,111 'I W I I School a n d Society Erickson Eniphasis o n points of view about the role of I school in modern society, relationsliips with I parents and community, collaborative models, I leadership and professional development. Serves as marketing. Legal, ethical, competitive, economic final theoretical preparation for student teaching. (Prereq.: PPST and ad~nissionto the Education Department) price, promotion and distribution decisions. 6-9:30 p.m. T TI1 Sverdncp 1 I I Sverdnrp 1 M, Principles of basic policy and strategy issues in and technological factors as they affect product, I I Perspective/Skill/LAF: Social World 1 or 2; Writing 8:30 a.in.-~lool~ M, W Sverdncp 1 I I I MKT 4 6 6 3 International Marketing I H u m a n Resource Management J.Cerrito Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; rffccti\t integration of the workcr with the goals of the fir111 and society. (Prercq.: BUS 242 or consent of instructor) 7; Th I Gresczyk relations. It fillfills the Education Department Excel, Access, PowerPoint, e-mail, and internet). Emphasis o n solving business.related problems Principles of Marketing Meziou This course exarnines those issues and activities i~niq~ to~~iiarketing e in an international setting. BUS 3 4 0 3 M, W MIS 175-S MKT 2 5 2 3 BUS 2 4 2 3 Principles of Management I? Cerrito Development of the theory of management, T; Th I Sverdnrp 206 Principles of Computing for Business 6-9:30 p.n~, organization, staffing, planning and control. We will examine the nature of authority, accountability, and responsibility: analysis of the role of the professional manager. M, W E D C 2061566-S ACC 222-S 6-9:30 p.m. sverdncp 202 Personal Finance LLJ, 6-9:30pnrn, 8:30 a.m.-11oon 7; Th FIN 2 4 0 3 This co r e I an advanced study of thr. gritphic ' d ~ t y p o g r a p h yand visual imagery for print p d u c t i o n using the computer. Studies include identification c?f,design problems and presentation to client. CHM 1003 Chemistry for Changing Times everyday lives with the goal of students having a (Prereq.: BUS 242) ART 330 123 1 4 : 3 0 p.nl. M, W This coum fulfills the Enbnging Minneapolis m l u i ~ ~ n ~ e n t . 6-930 14 :I 1. I J. Cerrito Ceramics I ~ ~ l l m a n emphasis on hand1 This is a first drawing course. Students \vork anal and non-traditional with a variety ,lore iinportant concepts of drawing med drawing Slid lemoustrations, and critiques complete tne learning experience. Perspec, '-kill/LAF: AesthfC:-- '-AF in Fine Arts 6-9:30 B U S 440.S 1: Emphasis is placed on adaptation of a marketing mix according to the international marketing I environment. (Prereq.: MKT 252) 6-9:30 p , m M, W Old Main 13 II l5 I i ED :- 488-S (.5 credit) .. r dent Behavior Crea i n the Eleme n Bartlett h This course wil exam~nethe impact of student behavior on stu en earning and then move on to ** explore met11 establish posi ,chniques to be used to -t behavior in the elementary GST 0 0 9 3 INS 2 2 5 3 Olson work experience related Cooperative Educa" Cooperative Educati or career interests, but not done for scad 'Il address: physical space, 01 communication with ase studies. roleparents and ridging ga . . classroom. TI tual (Prereq.: Student must be an Education niaj~ Center for Service, Work, and Learning. *factory completion fulfills the Augsburg Experience (AE) A 1 . urse must Graduate students wanting to take th' ucation office. M,TVG:Th ~ v e r d n t 1p H P E 115.5 Chemical Dependency (.5 credit) Broek A n analysis of chemical abuse and what can be done for the abuser. Includes information about school EED 2 0 0 3 Elementary Education Earth Science Stangl This course is designed for elementary education majors and includes earth science "hands-on" health education and services. 6-9:30 P,II, M mtly Sverdnrp 2 0 American Indians in the Cinema (Prereq.: O n e previous course in political dcience or ad'"ission to the MAL program.) Perspective/Skill/IAF: Intercultural Awareness I ASL 102.S Beginning Sign Language 11 6-9:30 p.m. M, W HIS 2 4 9 1 3 4 9 3 (with A R T 2491349-S) Designed Environment trilogy and The Hobbit, but also his shorter stories, essays, poems, translations, letters, and other work. (Prereq.: ENG 111) Perspective/Skill/IAF: I A F in Humanities 1 4 : 3 0 p.m, 7; TI1 Kimball This coursc addresses the designed environment, the intentionally designed places in which we live. We will investigate architecture, landscape architecture, and urban design; class sessions consist almost exclusively of walking tours and site visits to prominent examples of design excellence. This course will focus on J.R.R. Tolkien as an author, scholar, and teacher. We read not only his Suerdr~ip206 Liitdell 16 M, W 6-9F.30 P.m. Old Main 16 Mikkelson An i~itroductionto deaf culture and the signs and licensure. Harkness Weston Indians created by Hollywood and television. Focusing o n fil~nsfrom the 1910s to the present, the course provides an unclerstanding of how American Indians were portrayed in fil~nhistorically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. INS 3 4 2 3 E N G 282-S Topics: Tolkien's Works, Life, and Times sensitiviv and appreciation for the complexity of the racial and ethnic groupings are among the goals of the course. Extensive discussion, several short River politics ~ i ~ seminar l d in b,to.week intellsive field OM Main 4 awareness, communication skills and interpersonal 10 written assignments; emphasis on applying course ~naterialto leadership situations. inquiry based activities that model the teaching and M, W This course focuses on the ability to function and lead in culturally diverse and ever-changing contexts I N S 264-S learning process of scientific inquiry. Meets basic earth science subject matter standards for initial 5:30-9 p.m. OM Main M, W M A L 5 6 0 (with P O L 4 2 1 4 ) Developing a Multicultural Perspective: Race and Ethnicity in the United States Aoki within the United States. Impro\red intercultural This course surveys various images of American D 1 see Terry Cook in the Continuing (This class will nrn front July 12-2 This course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Sliariah), Islamic economic and ~oliticalsystems, 6-9:30 p , m classrooni teacher.) 1-3:30 p.m. Kader and Islamic patterns of life, Perspective/Skill/LAF: Interculti~ralAwareness 1 the importance of horn -s playing, o e ing and st clasa oom visits will be used. Introduction to Islam (Prereq.: none for 249; for 349: ENG 111 and an art, history, or urban studies course) Pers~ective/Skill/MF: Ciry or Aestlietics; Writing 349 ' 4 : 3 0 P,m, M, W Sciolce 123 This course fulfilb the Engaging Minnwpl'is requirement underhill.cady studellts syntax of ASL. Students observe the demonstration of sig~is,practice their own signing, a n ~ learn l the f ~ i aexpressions l and body langllage needed to clearly with deaf and hard-of.hearing ~ com~nunicate ~ i people. elements of the politics, ecology, history, and Perspective/Skill/LAF: Intercultural Awareness 3; policies relating to tlie river. S t u d e ~ ~will t s meet with Modern La~lgi~age Core Skill 2 people involved wit11 issues such as farm policy, travel by boat down tile ~ i ~ ~riveri exploring ~ ~ i conservation, reducing water pollution, the lock and dam system, flood control, and endangered species. Students engage in individualized research projects gathering data over the course of the trip and presenting results in a public forum at the end of the trip. Students must be comfortable with camping, exercise, and outdoor travel. A final paper is due a t end of tl,e tern,. Note: In addition to regular summer tuition, there is a $400 fee to cover tlie expenses of the trip down the river, which includes campilia equipment, food, and boat rental. Class begins on 7/12, with the field portion ntnning front Wed., 7114-Fri., 7/30. Suerdrup 202 6-8:30p,in. TWTh Suerdntp 2 0 SPA 112.S Beginning Spanish I1 Kingsley Aims to develop four basic skills: understanding, speaking, reading, and writing of elementary Sp.lnisll, Introduction to the culture of the Spanishspeaking world. Perspective/Skill/LAF: [ntercultural Awareness 3; Modern Language Core Skill 2 830-1 1:00 a.m. 7; VI! Th Old Main 18 - summer session application form @ Kingsley Christian Vocat speaking wor Perspective/S Modern L a n ~ -e Brandt H a l e This introductory course will explore some of the ntercultural 2 A~~~~~~~~3 ; old ~ ~ 26 i , , 6 4 3 0 p.m. biblical and theological resources that the Christian - . tradition, s e e n h r o u g h the lens ~ f ~ v o c a t ~brings on, to the seerci ~ r ~ r n e a n i n Not g . nc=.for credit ! Summer Session applications are available online at: <www.augsburg.edu/enroll/registrar~ then click on "Download Registrar Forms." for students,wh5 have taken REL 300. 8:30 a.m.-noon. M, W Old Main 16 P O L 421 (with M A L 560-S) Developing a Multicultural Perspective: Race a n d Ethnicity i n the United StateAoki [ SWK699.S This course focuses o n the ability t< :tion and Assessment a n d Vla6 lend in culturally diverse and ever-c%ing the united states. ~ ~ contexts ~ awareness, comnlunication &ills c d interpersonal sensitivie and appreciation for the complexity of the racial and ethnic groupings are among the goals of the course. Extensive discussion, several short , in Mental Boisen and $diagnosis ~of ~ This course ~ examines ~ assessment ~ mental health in individuals. Emphasis is placed on understanding mental health disorders from a Systems and ecological perspective as well as written assignments; emphasis o n applying course understanding bio/psycho/social incidence and course. material to leadership situations. 6-9:30 0,m. (Prereq.: O n e previous course in Political Science or admission to the MAL program.) 6-9:30 p.m. M, W Old Mait1 16 M, W influences o n Science 123 ~ ~ ~ ~ ~ l ~ ~ ~ ~ l
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Title: Augsburg Now Fall 2002
Collection: Alumni Magazine Collection
Search Result: å l* ."i i:d ä{ rr ¡l /- Exploring arts at A ;:: îilli:iäi" * Augsburg From the editor W JH;'ä* from them we find means to express emotion. Whatever is said about fine arts, the stories and profiles in this issue offer yor,r a gllmpse of their role and importance at Augsburg. Stud...
Show more å l* ."i i:d ä{ rr ¡l /- Exploring arts at A ;:: îilli:iäi" * Augsburg From the editor W JH;'ä* from them we find means to express emotion. Whatever is said about fine arts, the stories and profiles in this issue offer yor,r a gllmpse of their role and importance at Augsburg. Students who study and particÌpate in music, theatre, and art have the many and marvelous resources oI a rich, artistic urban environment at their doorstep. Augsburg students study with professional actors and musicians, visit world-class museums, and enjoy internships with professional arts organizations. Students who are not majoring in the arts are welcomed and encouraged to explore their talents and express creativity in many ways. The arts truly educate for a lifetime. Students involved in a theatre production carry the experience of that play with them for the rest of their lÌves, much in the same way that students who play in orchestra during college feel more connected to a symphony orchestra when attending concerts. The vocabulary of the arts enriches our lives in innumerable ways great and small, giving us appreciation and understanding for new language, image, and sound. Ours is not a cloistered faculty, and everyone who teaches here in fine arts is also out in the community engaged in professional performance or exhibition. This enables them to provide the kind of mentoring that helps students develop their talents and makes the real-world connections they need, while encouraging and supporting their "ii"i development. As the nature of an Augsburg education becomes r¡ore interdisciplinary. students experience arts integrated into many of their courses and actÌvities. And, our new multin-redia computer lab will be a place for students to stretch their imagination, to explore the latest technology across the arts, and I to equip themselves to meet new marketplace demands. Studying the arts is also integral to "Exploring Our Gifts," Augsburg's program funded by the Lilly Endowment to encourage exploration of vocation. A new course, "Art, Religion, and Vocation" will help students understand and appreciate the qualities of creativì.t¡ sensitì.vity, and awareness that arts can help develop and that will aid them in searching for an understanding of elcome to this first ¡heme issue of the Arrgsburg Now. From titnc to time, we will present an in-depth view of a partÌcular area of Augsbr-rrg College and its education. In this issue, you'11 explore the line arts at Augsburg, as we open up to you the world of muslc, art, and theatre at the College. Since we believe that Alrgsburg's story cannot be told better than through the stories o[ its students, facr-rlty, and alumni, we introduce you to a number of these talented people in this issue. We begin, however, with an overview of Augsburg's fine arts program and its curriculum. Enjoy-we hope it may move you to pick up your own paintbrush or musical instrument for a time, or simply to appreciate the arts around you by seeing and listening just a little bit differently WW Betsey Norgard Edltor PS. As always, we'd love to hear from you about your thoughts on AugsburgNow. vocation. So, I invite you to take your AugsburgNow io a comfortable spot, ttlrn on some music, and enjoy reading about arts at Augsburg, while perhaps reminiscing about your own moments on stage, in the choir, or at an easel. We welcome your letters! Please write to: Editor AugsburgNow 2211 Rive¡side Ave., CB 145 Minneapolis, MN 55454 E-mail: now@augsburg.edu Fax:612-330-1780 Phone: 612-330-1181 Christopher W Kimball Vice President for Academic and Learning Services and Dean o[ the College Letters for publication must be signed and include your name, class year, and daytime telephone number. They may be edited for length, clarity, and style. Augsburg Now is published quarterly by Augsburg College, 22ll Riverside Ave., Minneapolis, Minnesota 55,15,1. AucsBrJRG Now Fall 2002 Vol. 65, No. Editor Betsey Norgard Assistant Editor Features Lynn Mena Graphic Designer Kathy Rumpza Class Notes Coordinator Jessica Brown Contributing Photographer 7 Stephen Geffre President William V Frame Director of Alumni and Pârent Relations Amy Sutton Director of Public Relations and Communication Dan Jorgensen Opinions expressed in Augsburg Now do not necessarily reflect ISSN 1058-1545 E-mail: now@augsburg.edu Telephone: 612-330-l l8l Fax: 612-330-1780 Augsburg College, as ffirmed in its míssion, does not ìliscriminate on the basis of race, color, creeil, religion, national or ethnic origin, age, gender, sexual orientation, m^rital status, status vrith regard to public dssistance, or disability in its eilucation p olicies, admissions p olicie s, scholarship and loan programs, athletic anill or school adminis ter eil pr o gr ams, except in those ínstances where religion is ø bona Jide occupational qualiJication. Augsburg C olle ge is committed to providing reasonable accommo ìlations to its employees and íts students. 16 nrrc faculty 20 ettr 22 ntrtalumni 24 xugtburg music on the road {E students 26 c"g.Gallery: official College policy Postmaster: Send correspondence, name changes, and address corrections to: Augsburg N ow, Office of Public Relations and Communication, 22I I Riverside Ave., Minneapolis, MN 55454. Fine arts at Augsburg Reaching beyond the campus Departments 2 Around the Quad 5 Sports 6 Alumni awards and honors 28 29 Auggie Thoughts 31 Class notes inside back cover Calendar Alumni news www.augsburg.edu 50 percent recycled paper (10 percent post-cônsumer waste) On the cover: Erin Carlson'03 and Carson Lee '04 are caught in a moment on st(tge as the baker's wiJe and Cinderella\ prince in thc s¡tring theatre production, lnto the Woods. Photoby Stephen Get'fre. I ¡o/ O I ^ Musictech College collaborates w¡th Augsburg O a O o ê t. Paul-based Musrctech College ol Ðvus¡. and Recording Arrs and Augsburg have announced a new collaborative arrangement enabling Musictech students enrolled in its music performance programs to transfer their two years of Musictech credits directly to Augsburg and cornplete a four-year bachelor's program in music. "Many music students, and theÌr parents, have wanted to complete a fouryear bachelor's degree at our two-year school-yet most traditional academic settings don't provide the real-world contemporary music education and stateof-the-art studios that Musictech provÌdes," notes Doug Smith, co-founder and vice presÌdent/education director of Musictech College. "Musictech and Augsburg's arrangement is the best of both worlds," explains Smith. "For example, a Musictech studenl can no]M specialize in music performance for two years here in St. Paul, and then transfer to Augsburg to complete the final two years of a fouryear degree in music education and become a high school band leader." "Our new relatÌonship with Musictech College is a boon for Augsburg's students," adds Robert Stacke, Augsburg music department chair and s. Augsburg Dean Chris Kimball (left) and Musictech co-founder and vice presidenUeducation director Doug Smith (second from left) together toured the music labs and observed a class at Musictech College, where a new agreement allows their students to transfer credits to Augsburg. director of bands. "Augsburg offers Musictech students its excellence in music education, music therap¡ and performance, while Musictech provldes its remarkable faculty of working musicians and its expertise in such areas as music business, in-studio recording engineering and production, and improvisation." Augsburg and Musictech have also established a scholarship fund for students who enroll at Musictech Coliege with the lntention of transferring to Augsburg. Musictech College, which opened its $3.6 million school in St. Paul last January, has more than 250 students learning guitar, bass, keyboards, voice, percussion, brass, and woodwinds; motion imaging; as well as recording technology, music production, and the music business. Augsburg has more than 350 students who take music classes or perform in musical ensembles. 2OO2-03 CONVOCATION SERI ES: Truth, Reconciliatioh, and Forgiveness The third annual Convocalion Series, I titled "Truth, ReconciliaLion, and Forgiveness" explores Lhe emergi ng Oct. 8, 2002 Julia Butterfly H111, environmental activist, "C)ne Makes the Dlfference" dialogue that focuses on telling the truth about the past, reconciling prevrous enemies, and granting forgiveness. Nov.11,2002 Mark Swanson and Amin Kader, "Islam The six presentations are: Sept.23-24,2OOz 2002 Christensen Symposium-Richard T. Hughes, "How Christian Faith Can Sustain the Life of the Mind" 2 ,+ucsBURG Now and Chrlstianity: ReligÌous Resources for Living with Differences" Jan. 20, 2003 Martin Luther King, Jr. ConvocationPrlnce Cedza Dlamini (Nelson Mandela's grandson), "From Victim to Victor: The Tiuth and Reconciliation Model of Forgiveness" Feb. 10,2003 Victoria Barnett and Barry D. Cytron, 'Jews and Christians in Dialogue" March 6-7, 2003 2003 Batalden Seminar in Applied Ethics-Lewis B. Smedes, "From Alienation to Reconciliation" For information, call 612-330-1t80 or visit <wwwaugsburg.edu>. Fall 2OO2 l- Gaining a summer edge on experience f or a number of Augsburg students, I there was a little less fun in the sun, but some great opportunities this summer in research projects or internships. Here is a sampling of students who were literally around the world engaged in learning . Brad Math and physics rece¡ve Motl-University of Wisconsin Engineering Physics Department Seven other physics students, including four freshmen, carried out research at Augsburg with funding from NASA and NSE experiences. Six junior and senior physics students Other students found opportunitìes in participated in research projects across the their majors: country, funded by federal agencies . John Tieben, biology-teaching assistant including NASA, National Science Foundation, and the Department of in neurobiology in the Summer Research Energy: program at the Universlty of . il,iïr*ï Victor Acosta-Stanford Linear Accelerator Laboratory at Stanford . University . Kirsten Anderson-University of Minnesota's Materials Research Science and Engineering Center with Augsburg professor J. Ambrose Wolf . Alexa Halford- Jet Propulsion Labor afory, Pasadena, Calif . . . Alex Krantz, philosophy-study of Søren Kierkegaard in Norway first award in new NSF program Æ:$tr'ï#,iä:::,::äl:ilì:å,, projects between mathematics and the geosciences made its first award to Augsburg. Math professor Nicholas Coult, principal investigator, and physics professor Mark Engebretson, co-principal investigator, received $214,690 to develop mathematical models of electromagnetic waves in Earth's space environment. The three-year project begins in January 2003 and will support research efforts for Coult and Engebretson, as well as part-time research work for two undergrad uate research assisl-anLs. Erin Carlson, theatre and Englishinternship at Jay Binder Casting Agency in New York . Scott Kuhl, computer science-virtual reality research at University of Utah . Courtney Jenkins-MÌchigan State University's Electrical Engineering Department. Jared Mack- Cornell University's Center for Materials Research Five Augsburg students in business and economics traveled to Germany for inLernships with German companies as part of Augsburg's lnternational Partners program. Ten students spent two weeks in Bergen, Norway for the Youth and Family Institute's course, Church and Culture in Context. a o s" A Fulbright Group ftavel grant enabled 12 Augsburg faculty from a var¡ety of academic disciplines to spend five weeks on a study tour in Namibia, meeting with government, religious, and tribal leaderc; educatorc; and health workerc. ln Windhoek, they visited the home of Augsburg alumnus Tommi.Riva Numbala '91 and his family-his wife, Vicki, and three children (above). Fall 2O02 ,4ucsnunc ruow 3 Around the Quad Nf.rlãWnrtfJ:If Chris Kimball named Thrivent Fellow for senior leaders A-Club golf tournament named for Clair Strommen '46 Academic dean Christopher Kimball was named one of the first 12 Thrivent Fellows in a new program sponsored by the Council of College and University Presìdents, the ELCA, and the Lutheran Brotherhood Foundation for senior leaders in leadership positions in ELCA colleges and universities. Congratulations faculty! Tenure granted and promotion to associate professor: . . . Laura Boisen, sociai work Charles Sheaffer, computer science Mark Tranvik, religion Promotion to associate professor: . . . David Apolloni, philosophy William Capman, biology Philip Quanbeck tl, religion Robert Strommen '74 and his son, Bjorn, played in June in A-€lub's annual fundraising Promotion to professor: . . Steven LaFave, business administration Glenda Dewberry Roone¡ social work golf tournament that was renamed in honor of Stommen's fathen Clai¿ who died of cancer in July 2001, Clair Strommen '46 was a basketball and baseball athlete and Athletic Hall of Fame membet a former Augsburg regent, a Distinguished Alumnus, and an active member of A-CIub, the College's men's athletic alumni support organization, Alexa Halford wins national award for paper ê ffi enior nhvsics maior Ðu,-rd vr.Ñui, Scholar Alexa Halford was awarded an Outstanding Student Paper Award for her poster presentation at the 2002 spring meeting of the American Geophysical Union's Space Physics and Aeronomy SectÌon. Both graduate and Join with current coach Mike Schwartz, the Saugestad family, former teammates, and friends to celebrate Augsburgt first national championship team-the f 978 ment hockey Auggies. undergraduate students compete for these awards. Her winning paper presentation Ìs titled Physics major Alexa Halford's poster presentation at the McNair Scholars Poster Session centered on research she "Latitudinal and carried out at the Jet Propulsion Laboratory in Pasadena, Calif. during the summer. seasonal variations of quasi-periodic and periodic-ELF-VLF emissions," and was coauthored by Halford, lProfessor] Mark Engebretson, and [Augsburg physics staffl 4 .4UGSBURG NoW Jennifer Posch; with Andy Smith, Britlsh Antarctic Survey; and Umran lnan, Stanford University Saturday, Nov.23,2O02 5 p.m. social hour 5:30 pm. dinner 7 p.m. Hockey game vs. Concordia-Moorhead at the Augsburg lce Arena. For information, call Mike Schwartz, 612-330-1 t 63. Fall 2002 l- Ten to earn Athletic Hall of Fame honors by Don Stoner Steenson to receive service award Aåi'füiHå:iilï,:"f.i'llï; Athletic Hall of Fame banquet. Longtime athletÌc department secretary lrene Steenson will receive the school's Distinguished Service in Athletics award. The Augsburg Athletic Hall of Fame was established to recognize male athletes in 1.973; in 1989, female athletes were first inducted. Recipients are chosen on the basis of performance in Augsburg athletics, service to the school, cMc and professional achievements, and leadership. Steenson came to Augsburg in 1963 and worked as secretary in the Public Relations and the Alumni and Parent Relations offices before joining the athletic department in the early 1980s. She officially retired in 1982, but has worked part time since then. She is also secretary for the A-Club. Honored in this year's class of inductees into the Augsburg Athletic Hall of Fame are: Brian Arvold '80 (wrestling) Terry Brown '82 (ment hockey, men's golf) (gymnastics, track and field, Brown was a key member of hockey teams that won NAIA national championships in 19Bl and 1982, and was the most valuable player of the l9Bl national tournament. In golf, he was a t\Mo-time captain and won the MIAC individual championship in 1982. Priesz earned Honor Athlete honors in 1978 and was on Augsburg's first teams Brian Gauger'80 (men's hockey) Lisa (Svac) Hawks'85 cross country) in in the mid-7Os. She participated in state championship meets in gymnastics, track and field, and cross cross country countÐI Gauger was a member of Augsburg's first national championship hockey team in 1978 and was team captain his junior and senior years. Wayne Graves'73 (football) (volleyball. softball) Hawks was a member of Auggie softball squads that won Minnesota AiAW state titles in 1982 and 1983, and MIAC championships in 1982, 1983, and 1984 One of the top running backs in school history, Graves holds the school record for career carries and is second all-time in rushing yardage. Rod Jonas'77 (men's basketball) A member of Auggie teams that won MIAC championships in 1975, L976, and 1977, Jonas was Augsburg's Honor Athlete his senior year. Scott Whirley'82 (wrestling) One of the top lightweight wrestlers in school history, he was a national finalist twice. He has been an assistant head coach for the Auggies for l9 seasons, including all eight NCAA Division III national championship teams. Merlin White'56 (football, men's basketball) White developed a reputation Connie (Lamon) Priesz '78 Arvold was a wrestling team captain his senior year, served as an assistant coach from 1981-85, and was wrestling head coach from 1984-86, winning an MIAC as a rare "i¡en¡¡¿¡"-¿ player who played all 60 minutes of a game. He was also a member of the men's basketball teams for several years. championship. For more information on Augsburg's Athletic Hall of Fame inductees, visit Linda (Berg) Henke'82 (women's basketball) <www. augsburg. edu/athletics>. Henke was the first Auggie women's basketball player to break the 1,000-point barrier and still holds the single-season school mark of 272 rebounds. Don Stoner is sports inJormation coordinator. Fall 2002 .,,lucssunc Now 5 o It ¡- o It o I I Three named as 2OO2 Distinguished Alumn¡ by Lynn Mena hree alumni join 159 others as Distinguished Alumni of Augsburg College. Recipients are recognized for significant achievement in their vocations and outstanding contributions to church and community, through years of preparation, experience, dedication, exemplary character, and service. f I James S. Hamre'53 o a James S. Hamre, s. Ph.D., graduated from Augsburg i.n à L o U 1953 with a B.A. in histor;r He The Honorable LaJune Thomas Lange graduated from Augsburg in 1975 with a B.A. earned a master's in psychology degree in church history from the University of Chicago, and a doctorate in religion in American history from the University of lowa. FromL967:94, he served as a professor of history, rellgion, and philosophy at Waldorf College in Forest City, Iowa, where he continues to teach religion courses part time as a professor emeritus. He has also taught at Luther College in Decorah, Iowa, and has been visiting lecturer at Luther Seminary, Augsburg College, and at Volda a Dlstriktshogskule in Norway In addition to teaching, he also served as pastor at several churches from 1960'64.In 1998, he published From Immigrant Parish to Inner City Ministry: Iinity Luther an Congregation, 1 868 - 1 99 8, a book about the history of the Tiinity Lutheran Congregation. His list of other published works is extensive, and lncludes several articles and a book about Augsburg's former president, Georg Sverdrup. Hamre is a member of Bread for the World and his local Sons of Norway chapter; he is also involved with his local chapter of Aid for Asia for Lutherans. He has received several honors and awards, including Waldorf College's Regents Outstanding Faculty Award and the Holmen Faculty Achievement Award. His scholarly contributions have been recognized by the Concordia Hj.storical lnstitute. 6 ,4UGSBURG NoW Richard J. Seime'70 Lalune Thomas Lange '75 went on to earn her Juris She Doctor degree from the University of Minnesota Law School in 1978. She also did post-graduate \Mork at Harvard Law School, the NationalJudicial College, and the Minnesota Institute of Criminal Justice. Lange is a state trial judge serving on the Fourth Judicial District Court in Hennepin Coungz She is also a clinical professor at William Mitchell College of Law, where she teaches international human rights and civil rights. She was the first African American woman appointed to the bench in Minnesota history as well as the first African American to serve on the Minnesota State Bar Association's Board of Governors. Lange served Augsburg as a regent during President Charles Anderson's term, and addressed graduates as a Commencement speaker in 1991. Judge Lange is a lecturer nationally and internationally in the area of women's rights, African American issues, government corruption, comparative legal systems, and judiclal independence. She is a founding member of the Minnesota Minority Lawyers Assoclation and served as Minnesota clvil rights commissioner from 1979-'84. She was appointed to the Minnesota Supreme Court Racial Bias Täsk Force and the governor's Blue Ribbon Task Force on Drugs. Lange's concern about the problems in developing nations led her to establish the International Leadership Institute in 1994, which provides resources in partnership wìth people in developing countries. RichardJ. Seime, ñ Ò U Ph.D., graduated from Augsburg in 1970 with a B.A. in psychology He earned his Ph.D. at the University of Minnesota. Dr. Seime's professional life has been devoted to the mental health field. During his 25year tenure at the West Virgrnia Universì.ty School of Medicine, Seime divided his time between evaluating and treating patients; doing research; teaching graduate and medical students, supervising students, interns, and post-doctoral fellows; and serving as chief psychologist and on the department executive commill,ee. While at \W\4J, Seime also served on the West Virginia Psychological Association's executive committee and served a one-yeat ten:n as president of \\ /PA. He was appointed by the governor to the West Virgrnia Board of Examiners of Psychologists, where he served as secretary He is a respected senior accreditation site visitor for the American Psychological Association, and was elected to the presidency of the Association of Medical School Psychologists. Seime has distinguished himself with the professional credentials that define the top clinical scholars and training directors in the field. Seime left West Virginia University ì.n 1999 to join the Mayo Clinic's Department of Psychiatry and Psycholog;r, where he is a consultant and co-head of the Section of integrated Evaluation and Tieatment. In addition, he is an associate professor of psychologr at the Mayo Medical Schooi. Seime is a member of the advisory board for planning the new science building at Augsburg. Fall 2002 First Decade and Spirit of Augsburg award recipients named for 2OO2 bylynnMena ff ugsburg is pleased to announce rhe 2002 recipients of the First Decade and Spirit of Augsburg awards. The First Decade Award is filpt.r.nt.d to Augsburg graduates of the past l0 years who have made significant progress ln their professional achievements and contributions to the communit¡ and in so doing exemplify the mission of the College: to prepare future leaders in service to the world Graduates from the day, weekend, and graduate programs are eligible. The Spirit of Augsburg Award honors alumni and friends of the College who have given exceptional service that contributes substantially to the well being of Augsburg by furthering its purposes and programs. ffi 'IIII'I Ko Ly'97 o o à o (J Ù {.'ll ¡I illll!'ll ¡I Ð Barry Vornbrock'96 MAL Ko Ly is a business system consultant at Wells Fargo Bank, where she co-founded and co-chairs Asian Connection, a team member resource group that provides a forum for members to share experiences, information, and support with other Asian American employees and the Asian American communiqr Members take s. II ¡ìfl I leadership roles and develop educational and career opportunities for its membership and for the community. Ly received recognition from the executive management team for her involvement with the group and for the impact it has had on the growth of the company and the community ln addition, Ly is active in her church, captained the United Way Campaign 2001 at Wells Fargo, and mentors St. Paul Asian youth. Barry Vombrock manages IS Ambulatory Patient Care Systems at HealthPartners, Inc., in Minneapolis. His varied professional background includes engineering, computer science, and retail sales. An active volunteer, he serues his community as an election judge and site coordinator. This past year, he donated his time and materials and taught a class that raised money for the United Way Campaign. He contributes to the HealthPartners community through work with their diversity committee and grass roots political group. Since 1998, Vornbrock has opened his home to homeless gay, lesbian, bisexual, and transgender youth through the Minneapolis Youth Diversion Program's GLBT Host Home Program. He joined the Augsburg Alumni Board in 2002 and chairs the ConnectÌons Committee. tiI{aIùIilñIfI.IIliI-úIúItIIil¡I.ItrLlIcft:lllilctlllltllilrl Orval Moren'57 o o The StepUP Advisory Board The Rev Dr. Orval Moren was a pastor in the Lutheran church for 3l years prior to his retirement in 1991 He served on the national board of directors of the Evangelical Lutheran Good Samaritan Society for 12 years, serving as president of the board for two terms, and also as its treasurer. He is a member of the Minnesota Christian Wrlter's Guild, and has written devotions îor Christ in Our Home, as well as several published articles. He is currently writing a book of children's gospel stories. Many of Moren's family members have attended Augsburg, including his son, Jonathan '78, and the family's latest graduate, his granddaughter, Adrienne Tietz'01. Fall 2002 o a The StepUP Advisory Board is made up of alumni and friends of the College and has provided r^ exceptional service to the students of the StepUP Program. The program is one of only three of its kind in the country for young people ln recovery from alcohoi and drug addictions. In 1997, Hazelden, a worldwide ieader in addressÌng chemical dependency lssues, estimated that up to B0 percent of the students in the StepUP Program could be expected to relapse into drug or alcohol use. In fact, quite the opposite has been the case-more than B0 percent of the students who entered the program maintained their sobriety, and the mean grade point average has consistently been at or above 3.0. The StepUP Advisory Board has been key to this success. Most of the members are either in recovery themselves, aÍe a paÍen'- of a student in the StepUP Program, or care about someone in recovery The board raises money to support the program, provides advice and support for the program director, and provides personal support to students as they work on their recovery ,4ucs¡unc now ', Homecoming 2OO2 The Quanbeck family honored with the Distinguished Service Award o,LynnMena Tï:i;il,'å",1',î'.ii::,^il#;,,^,, year's Homecoming with the Strommen o person in the history of the school, having received the Distinguished Tëacher Award (given by graduating Ò s. þ seniors) an unprecedented five times. After he graduated from Augsburg in 1950, he returned in 1957 as campus pastor and instructor at both the Seminary and the College. Starting in 1963, he taught full time, and chaired the religion department, rhe Division of Muriel (Quanbeck) Philosophy and Religion, and the lhe nev' nr''37warren Turrittin'42 Quanbeck Division of Humanlties. He rerired and was named professor emerÌtus ecumenlcal leader. He was a member of the of religion in 1993, and began teaching part governing committee of the World Council time ln Weekend College. Quanbeck's of Churches and had been a delegatefather graduated from Augsburg (in f9f4), observer from the Lutheran World as did all six of his siblings. a Federation to the Second Vatican Council's His Dr. Martin uncle, o 1963,1964, and 1965 sessions in Rome. s, Augsburg served 32 Quanbeck'29, Ê, Slnce 1965, as a clergyman of the American years as registrar, director of r^ Lutheran Church, he had participated in the teacher placement, education official Lutheran-Roman Catholic professor, chair of the education conversation in the U.S. He was also a department, and dean of the theology professor at Luther Theological College (1942-'46 and 1950-'65). Seminary and contributed to the OxJord He died in September 1992. AnnotatedBible.He died in November 1979 Phiiip Quanbeck Sr.'s son, of cancer; he was 62. Philip Quanbeck II, did not attend Several members of the Quanbeck Augsburg, but he has serued on the family have received prior honors from College's religion faculty since 1987. The Rev. Dr. Philip Quanbeck Sr. '50 becâme a Augsburg. Five family members have The Rev Dr. Warren Quanbeck Distinguished Alumnus in 1996. Pictured with him received the Distinguished Alumni Award: graduated from Augsburg (Froien) ín 1937 on that day are his wife, Dora '49, and , the Rev. Dr. Warren Quanbeck'37 (1965), their children (t to R), JuliAnn (Quanbeck) Erdmann and became internationally known '82, Thomas, Mary (Quanbeck) Barber'77, and Dr. Martin Quanbeck'29 (1969), the Rev as a Lutheran theologian and Philip ll. Caleb Quanbeck'24 (1975), Dr. Stanley Quanbeck'59 (1987), and the Rev Dr. famÌly, recognizes familles who have made substantÌa1 and continuing contributions to Augsburg-in the form of students and graduates, ideas, reputation, and resources. This year, we celebrate the Quanbeck family, and thelr generationsJong connection with Augsburg. Since the 1800s, as many as B0 members of the extended Quanbeck family have attended Augsburg Academy, Seminary and College. In addition, three Quanbecks have served the College as faculty members. The Rev. Dr. Philip Quanbeck Sr. has been called the most decorated facultv a o Philip Quanbeck'50 (1996). In addition, Muriel (Quanbeck) Turrittin' 42 was inducted into the Augsburg Athletic Hall of s, à so Q Fame A few years ago, the Quanbeck family gathered on the Augsburg campus for a reunion, 8 ,+UGSBURG NoW in 1995. As a whole, the Quanbeck family is remarkably service-oriented, fully illustrating Augsburg's mission of "education for service." Numerous family members have gone on to become pastors, teachers, librarians, misslonaries, business owners, volunteers, and more. Augsburg honors the entire Quanbeck lamily lor its long and contrnuing senrce to the College. Fall 2002 ,4ucsgunc Now Fall2OO2 At Augsburg, arts abound, and not jr-rst irr the art studio, rrusic hall, or on stage. Str-rclents participate in arts to beconre perfornrers, artists, actors, teachers...or ior the enjoynrent of singing, playing in a jazz band, or creating a watercolor on paper. The arts are creative ancl sustaining-integral to growtl-r as huntan beings-ancl at whatever level stuclents are involved, they carry the experience with them through their lives. þ'åru å{ ,,:'kKë''ffi= ;*å ik& '$, ;þå ä { iå{ by Betsey Norgard FII\EARTS aTAUGSBURG n Commencement and symphonies of the Twin Cities are thrust into a situation where's it's Weekend, the chapel was available nearly a short rrip from campus, swim or sink." These students then filled with proud families, Augsburg extends its classrooms beyond become role models for other faculty, staff, and fellow students. The its campus to allow students to learn by students, he says. conductor of the Concert Band, seeing, by doing, and by working a with Perhaps the most engaging of striking figure in black and white formal, stepped onto the podium and professionals. raised a baton to begin the next piece. music education and performance. We powerful blend of gospel and jazz can show people rea11y what it takes to vocals supported by a jazzbigband director, however-it was graduating make it in the real sound. Stacke founded the group in senior Brendan Anderson, directing books, it's out of experience," says Robert 1991, several Augsburg alumni the premiere of "I Believe," Stacke'71, chair of Augsburg's musÌc mentored 1B student instrumentalists, department. while Anthony Brewer and the Brewer It wasn't the Augsburg's studenL perlorming groups "We can train past the traditional College's band a composition for band and choir that world-it's not out of Augsburg music students have found he wrote and that he calls the is Gospel Praise, who deliver a Family Choir coached a half dozen culmination of his four years of numerous ways to get tastes of real-world student vocalists. Since then, Gospei composition study at Augsburg music. Students have played at Camp Praise has brought crowds to their feet College. Snoopy in the Mall of America, sung with at three national Lutheran Youth the Minnesota Opera, played in rock Gatherings and performed across the therapy major and trombonist Sara bands at local restaurants, entertalned at country, occasionally including Brewer Seekins took the podium to conduct professional sports games, performed on as guest artist. the band in "Carnival in Venice." campus for small events and gallery Just before [hat, graduating music openings, and collaborated with Students at Augsburg are challenged, stretched in their r.rdeographers to provide music scores. This experience, says Stacke, "teaches creativity, and encouraged [o express themselves in ways that perhaps even them, for instance, how to communicate they didn't expect. Seekins speaks of her experience, "Augsburg gave me as a the chance to grow in an area where I chance Lo achieve. The experience to lry other challenges in the future." .F o s ra CLASSROOMS Ii\ THE, CITY Much of this exploration Ìs done outside the classroom. With worldclass art museums, theaters, cholrs, fo ,4ucssr-rRc t{ow and within walking distance of the new Guthrie Theater site gives them access to performances, internships, and connections with theatre Music therapy major Sara Seekins '02 (lower left) played trombone in the Concert Band, but also found ways to grow musically through jazz ensembles and playing in student performing groups in the community. never before would have had the made me feel competent and prepared director what they want before they For theatre students, being in the heart of the West Bank theatre district professionals. Several of the area's sma11 CHAMPIONII\C II\DIVIDT]ALITY theaters have become home to theatre graduates seeking stage experience. The proximity and connections Augsburg's small size allows faculty to also bring arts professionals to mentor their students throughout their campus-for workshops with studies, encouraging them in whatever students, performances, exhibitions, directions their talents and interests and teaching. During this academic take them. "l think we really champion year, lor exampie, the theatre individuality here," notes Stacke. "We o a want to develop people's potential to the fullesr. If it's individualÌstic, that's s' r^ better, because it brings crealivil-y to us. It can be diverse talents-opera, classical piano, lazz d rumming, trumpet playing. They are all given an Theatre major and aspiring director Hope Moy'02 gained experience in designing and painting sets on an internship at Theatre de la feune Lune in Minneapolis. opportunity to grow here." Martha Johnson, chair of the speech, communications, and theatre arts department, agrees. "We watch our students and we mentor them all the Theatre major Crystal Harles (left) and Weekend College students Mary O'Neil (center) and Michelle Hollie (right) participated in a reading of Princess and the Peacocks, a play by Professor fulie Bolton, that was part of the Studio Series. history classes. Students visit these places and others, like the Como Conservatory, way through," she says. "They get a for viewing and making art. Artists from that they are notjust actors, but they the community speak with classes about their work while their shows are in the Gage Gallery Since openin g series of sessions will host a with technical 1997 , the Gage exhibitions in both national and international directors, actors, educators, contexts, that fÌlmmakers, dramaturgs, and voice- have included over artists from professional theaters other area college and agencies in the Twin Cities to galleries, the explain and illustrate their crafts to University of students. AIso near campus are the Minnesota, Minnesota Crafts Minneapolls Institute of Arts and the Council, Walker Art Center, as well as the American- lively gailery districts in downtown Swedish Institute, and northeast Minneapolis, and and commercial architectural gems studied in art city galleries. have to know how to do basic design; they have to know how to work backstage and they have to be in a crew." in Gallery has participated in major citl'wide department's Artist Series hoiistic view of theatre. Our goals are With the theatre department's strong commitment to produce the ;lw lMÁ l.j;;:3w]w t involvement of faculty in their own prolessional fielcls. "We all take pride 1n the fâct that we're not just here at the College , br-rt we re all involved ìn communitywe're playing 1n Broadway shor.vs, r,ve're playing in the Minnesota Opera, at the Basillca, in pick-r-rp orchestras, and recording sessions," says Stacke. It's not unusuai for students to perform alongside their professors. Stacke tells that harprst Emily Gerard '03 was chosen as harplst at the Basilica of St. Mary in Minneapolis, giving her the chance to play alongside Stacke, a percussionist there. Last summer, Johnson and Darcey Engen 'BB, also a theatre faculty H member, co-wrote and perforrned Senior music performance major and Hognander Scholar Emily Gerard studies harp with Kathy Kienzle, principal harpist with the Minnesota Orchestra. a play, FloatrngMothers, at the Play'wrights' Center. They were delighted, and felt quite honored, highest quality theaire productions possible, theatre students get valuabie experience in the three main siage productions each year, which are PIìOIIESSORS AS ARTISTS directed by theatre facult;z Thirty to The strength of Augsburg's connections 1n forty students have roles in each the communlty is largely due to the production-acting on as assistant stage, serving directors or designers, and working in set design, lighting, costuming, and front house tasks. ln addition, four or five studio productions each year involve 10 to 20 students who prepare and present scenes from classes or individual theatre projects. Five current Augsburg music faculty members began their careers at Augsburg as students and returned to their alma mater to teach. (L to R): Merilee Klemp ttGabett Gabrielsen '75, Stephen '63, Peter Hendrickson '76, and Robert Stacke '71 . Not pictured: Trudi Anderson '77. 12 4UCSSURCNOW when a number of their students came for the premiere and could share firstperformance jitters with their professors. Johnson sums up her department's philosophy: "We're proacLive in keeping ourselves involved in the Staff photo the world in all its not just for a specific career. The art complexity and diversit;z department's foundation course Engagement in the arLs. teaches students the basic vocabulary through studies or of design and form that serves them participation, helps iree in students from everyda¡ finite heips them become visually lÌterate. experience and encourages The arts teach students to their creativity, awareness, appreciate, and understand in new openness, and sensitivity. ways. ArL department chair On Drama Day, theatre professor Darcey Engen 'BB introduced high school students to the student cast of A Midsummer Night's Dream (on stage), who talked about their roles and the production. careers, families, and home, and Beginning this fa1l, a1l see, Augsburg Kristin Anderson describes students are required to spend one the studio art major as an semester "open" major, flexible enough Experience"-study abroad, internship, research with faculty, or to educate students for life, in an "Augsburg Míhe Habennann communit¡ in getting our students out in the community, and in getting the community onto our campus." Also central to the line arls mission is outreach to high schools. On Drama Day, the theatre department hosts 100 high school students and their teachers, some of whom are Augsburg alumni, for a day on campus. Students attend workshops offered by Augsburg faculty, theatre students, and visiting area fheaÍe professionals; and they attend a theatre performance on campus. The art department's Tara Augsburg's painting classes are taken by studio art majors, on both day and weekend class schedules, and other students who creative expression in their lives. Christopherson is a graphic designer as well as a teacher, and brings her professional expertise, exhibit experÍence, and community service-learning. While arts and ñ literature enable students to connections to the classroom. experience other worlds vicariously, E a study tor-rr rhat explores the "sights and sounds of Europe" or an ARTS FOR A internship at a casting agency allows students to step into that world for a LII.'ETIil/fIi short time. Augsburg's broad liberal arts curriculum is designed to help students learn about and understand Fall 2O02 ¡' T Theatre major Angela Hardy '02 (left) and Professor Darcey Engen 'BB (right) experienced Shakespeare's world at the Clobe Theatre as part of a travel course on live theatre. 4ucs¡unc ruow 13 ü collaborations offer students nnnsual P opportunities. É' o, ñ Established 25 years ago, Ar-rgsburg's mr-rsic therapy program remaìns the only onc at a privale college in Mìnnesota. With expanding critical health care needs, especially among older adults, Augsburg's program gives students the background and training, includlng a six-month internship, to become active participants in emergìng developments for the role of music therapy care. Augsburg alumni are 1n health in the lorefront in contributing research and new prîctrce to a lield that is becoming an integral part of mainstream health care. Music therapy major fenna Hammel teaches children who visit Augsburg's classes to make music on various instruments. An initiative that promotes arts collaboration is a multimedia lab cluster for music, theatre, and the As throughout the Augsburg curriculum, fine arts courses are designed to be interdisciplinary. Johnson describes the theatre arts program as a place where the liberal THE I]SI]AI, exploration across disciplines. Already, latest digital technology io support graphics art courses have attracted Characteristic to Augsburg's fine arts computer sclence majors, who can arts meet-where a play may involve curriculum are collrses thar combine solid apply their sensibilities and knowledge looking at history, literature, classroom learning with hands-on from computer courses to explore practice. A number of courses and digital art and imaging for new media. psychology, philosophy, religion, or music. "When we direct a p1ay, we oftentimes pull in people from those disciplines to help us unclerstand it," she says. "When we did lbsen's ADoll's House , fProfessor of Norwegian] Frankie Shackelford helped explain the language and culture to us." Dean Chris Kimball and Doug Smith, vice president of Musictech College, confer about the new agreement that makes Musictech's extensive technology available to Augsburg students and enables Musictech students to transfer to Augsburg. 14 arts-a lab equipped with the COI IRSTS BTYONII) visual ,4UCSBURC NOW il 7) D ru JJI D Augsburg's theatre tl 6¡ r h department offers a number of courses that set ñ A Eltñtrttil¡Fl Students in the broadcast production course get behindthe-camera experience in Augsburg's television studio. it apart from other campus ministly students hrghhght the event. For the College, it's a powerful showcase for ministry of music in small liberal arts mission to community. For str-rdents, colleges. A teaching it's a great opportunity for leadership partnership between rn planning a huge event involvÌng music and theatre many sectors of the Augsburg faculty has built community And for the alumni, enthusÌasm and interest donors, frÌends of the College, and in music-theatre. the community, it's a time to Students can partlcipate celebrate the season through the arts in a semester-long course at Augsburg. I and prepare scenes for Two new initiatives in the music department respond lo emerging perlormance in the Studio Series. Other seldom-olfered theatre worl<pìace needs. A new minor in courses found at Augsburg include music business, created in p1a1,'wrighting, Asian and Asian- colleboration wiLh Lhe business American theatre, and-especially administratlon department, is aimed appealing for adult weekend at music students who r.vish some a dance-theatre licensure program for knowledge ol business practices. well as at as majors in other areas who wish to pursue careers in the music industÐ¿ MAIOR AND M¡NOR AREAS OF STUDY students- teachers seeking state licensure to teach in publlc schools. A film minor, seldom offered in Art department Studio art major and minor* Art history major and minor Architecture minor Certificate in art* Certificate in art: graphic design* sma1l colleges, has been extremely Further exploration of cutting popular since its inception several years Music department Music major (8.4.) major and minor edge music technology can be ago. lnterdisciplinary in nature. it is pursued in collaboration wÌth grounded in theatre and builds on the Musictech College in St. synergy and historical links betr.veen Music education (8.M.) major Music performance (8.M.) major Music therapy (8.S.) major Augsburg students can use their technology ancl equipment for the theatre and film. Students study acting, Music business minor recordrng and electronic music lvell as courses in 16mm film, broadcast production, documentary video, and contemporary issues in film. Pau1. industry, while Musictech stuclents can [ransfer to Augsburg to complete a liberal arts degree. lncreasing the professional directing, set design and lighting, Perhaps nowhere, however, as a1'e the fine arts expressed as beautifully or Theatre arts department Theatre arts major and minor Dance and theatre (teacher licensure major) Theatre history and criticism minor Dramaturgy minor Film minor optlons lor art students also extensively as Augsburg's annual Advent influenced the creation of an Vespers program. Four services of *Can be completed through Weekend architecture minor in the art majestic music, worship, and liturgy Col clepartment. Students who have the context of cornmunlty can take held during the first week in December are the College's hoiiday gift to the community and draw more than 10,000 advantage of Augsburg's liberal arts people each year. Several choirs, locus and bc in a strong position to special orchestra, hturgical readers, and apply for a graduate-level professlonal a colorful processronal designed by appreciation and interest for design in lege-Weekend students may choose other majors in the day program, take as many courses as possible in Weekencl College, and finish the major as a day program student. a For information about Augsburg College and its fine arts program, visit <www.augsburg.edu>; or cal 61 2-330-1001 or'l -800-788-5678; or I degree in architecture. e-mai I <admissions@augsburg.edu>. Fall 2O02 4ucsnunc rrrow 15 PASSION Tära Christopherson approaches art as a lile sport. Like a good coach, she helps her students, rnanlr 6f whom are not art majors, overcome fears they bring to class, find abilities they may not know they have, and achieve something that will sen'e them and give them pleasure. Christopherson's watercolor painting class ls a case in point. She begrns by asking students when they last took an art course. For some, it was elementary school. With small class sizes, Christopherson is able to demonstrate techniques and then work individually with each student to see if they can do it, understand it, and apply it. But it's still up to them. "The truth Ìs, no matter what leve1 you're at, you still have to show up and paint. And the extent to which you're willing to suspend disbelief and pick up a brush and brave the empty page determines what happens more than I do," she says. What students take with them is a discovery of how pleasurable it is to mix colors, which can help them make choices in theÌr personal lives, from clothing to house colors. I FOR WORD AND IMACE u L Art professor Tara Christopherson demonstrates techniques for making paper and book forms Christopherson finds it exciting to see students realize that "there is room lor dlscovery in what art can do for you and how you can make art that is separate from our consumer culture." Christopherson's Fiber and Form class illustrates the interdisciplinary nature of Augsburgs education. Students learn to make paper by hand, to make a book form, and then to write the text and create the imagery for it. "Word and image are inseparable to me," says Christopherson. "They integrate two parts of the brain that the education system tries to keep separate ... I began working in book form because I have a passion for both word and image, and I teach from that passion." Students work in collaboration on their book forms, and Christopherson says that if she's dolng her work right, by the end of the semester sheb just waLching. Sometimes students are amazed at what Tara Christopherson's watercolorr "Rayon du Soleil," appeared on the back cover of the fune/fuly issue of The Gardener magazine 16 ,4ucs¡unc ruow by Betsey Norgard happens. One student told Christopherson that this was the first time she felt she was making art with her whole person because she could integrate both her art and wdting skills. Two years ago, Christopherson joined with French professor Pary Pezechkian to lead an Interim travel course to France. Students studied six French master painters in their own milieus and created cultural collages of words and art ìn the form of artist books. The course came about because Chrisopherson audìted a French course for her own personal improvement and began brainstorming with Pezechkian. (See story in Augsburg Now, Spring 2001.) "The way we're interconnected for interdisciplinary opportunities is a real strength," says Christopherson. "The interdisciplinary connection is an adventure for students." This past January Christopherson retumed to France with eight students to study watercolor techniques. In her own professional life, Christopherson is transforming herself from a longtime graphic artist to a visual artist workng in watercolors, and finds that her skills serve her well. "I have to use the same marketing skills to establish myself as a fine arts presence and to get my work to reach the right audience, and price it, and write press releases," she says. And, when her bright watercolor of summer flowers appears on the back cover of a gardening magazine, she knows it's worhng. Fall 2002 f S PUTTI N' O N TH E ob Stacke '7I , chair of the music department, says that some professors get an endowed chair after tÌme at an insiitution. But he got a bench-a park bench, as a matter of fact. Just outside Music Hall stands a bench inscribed, "Dedicated to Dr. Robert Stacke, Graduating Class of 2002." "It's my crowning accomplishment," Stacke said with a smile. "It meant so much to me that my students would do something like that. They're always talking about meeting me in my'outdoor' office because I like to sit outside and talk to people. So, they created my very own 'meeting' bench for me." Stacke's life has come full circle since he first became aware of Augsburg and made a decision to attend when he was only an eighth grader. That year he played percussion in the Twin Cities Youth B Symphony. "Our guest performer was Augsburg professor Jim Johnson, who was the piano teacher at the College. He performed "Rhapsody in Blue," and I was so impressed with him and his playing that I decided then and there that I wanted to go to Augsburg." o a Z q During his Augsburg student years, Stacke started on one o[ two paths he has since followed in the music world-music performance. In addition to playing in jazz and blues ensembles in local clubs, he served as an "extra" for the Minnesota Orchestra's percussion section and played in the Skeets (Langley) Trio, a job that paid his way through school. "Skeets was a world-class accordionist. I did percussion, and Stan Freese, now musical director at Disneyland in California, was on tuba," Stacke recalled. "We were in demand all the time, performed for two presidents, and everyr;vhere from conventions to circuses to demolition derbies. It was a fantastic experience." His jazz playing led to his joining with fellow students to form Augsburg's jazz program-one in which students wrote and arranged most of their own music. It's a skill he shares today with members of the current Augsburg Jazz Band, a much sought-after ensemble in many of the same places Stacke himself played 35 years ago. (Venezueia) Symphony, Stacke embarked on the other path in his life. In 1990, he jumped at the chance to return to his alma mater to become the band director while finishing his Ph.D. "When I got here I found a concert band with just 1B members," he said. "Needless to sa¡ my first priority became rebuilding the band. Music professor Bob Stacke sits on his "meeting benchr" a gift from the 2002 graduating music seniors. (L to R): Solveig Grafstrom, Brendan Anderson, Sara Seekins, Matt"FÍ1t2" Bergin and Adam Holzschuh. Fall 2002 s by Dan forgensen After several years in teachingjobs and orchestra positions including piaying with the Maracaibo s. s u Today the Augsburg Concert Band is ranked among the nation's top undergraduate wind ensembles and has toured to both coasts and Ireland, where it earned rave reviews. Almost simultaneously, he created another top performance group-Gospel Praise. This 3O-member instrumental and vocal ensemble began in 1991 as a Robert Stacke '71, music department chair, has played in ensembles and orchestras from Venezuela to lreland. hybrid featuring Augsburg alumni music professionals in the leading roles. They have performed across the nation, been featured at three national Lutheran Youth Gatherings, and sung for the King of Norway. Stacke also continues to lind playing opportunities for his students and ìs now creating a jazzband for facult¡ alumni, and the community. "I hope I'r'e played a role in making music fun for my students," Stacke says o[ hìs career. "Even if they never go on to perform beyond college, I hope they will leave here with a great understanding and appreciation lor music that lasts them the rest of their lives." Dan lorgensen is director of public relations. ,4ucseunc Now 17 COSTT]MII\G CHARACTERS I N CHARACTER -T-\ H by fudy petree ven Ín junior high school sLudy hall in Zumbrota, Minn., Augsburg I-Jcostume designer Sandy Schulte found herself drawing clothes for a comic strip character. Now, not only does she design and sew clothes for Augsburg theatre productions, but for Chanhassen Dinner Theatre as well. Schulte has been part-time costume designer at Augsburg for l7 years and fuil-time designer at Chanhassen for 30 years. However, Schulte didn't start out wanting to be a costume designer. She attended the University of Minnesota to become a geneticist. But after being asked to be in a play her freshman year, the theatre bug bit her and "it never went away." While in school she worked at Northwestern Costume in Minneapolis as an assistant to the designer to help pay her way through college. Schulte has her 8.4., 8.S., and M.FA. degrees from the University of Minnesota. At first she wanted to direct, and has also done some acting, playing mostly children's parts because of her small stature. But after playing the role of Helen Keller when she was 27 years old, she thought she needed to do something different and took a job in summer stock theatre as a costume designer. Occasionally she got to act, which felt like a vacation, she said. After that came a call from Chanhassen Dinner Theatre asking if she Augsburg costume designer Sandra Schulte brings 30 years of theatre experience to Augsburg's students, as she helps them design their own costumes. involvement with the theatre department doesn't stop there. She lectures in the technical design, directing, and acting classes, and she participates with the director and set designer in seminars held the week after a show opens. These seminars are designed to show the students how to accomplish the director's vision of a particular show through costume and set design. Schulte also works with theatre students in small work-study groups sewing costumes, including their own- "l can tell a student what's poss¡ble and not possible and what it's Iike in the real world of theatre, even though somet¡mes it's not what they want to hear." would be interested in working as a costume designer. At that time the Chanhassen theatre was just "bare bones." Now, she adds, they have four huge costume rooms. Because there is no costume design class at Augsburg, Schulte works just part time, designing and sewing costumes for all of its productions. However, her 18 4ucsnunc ruow something she hopes gives them a feeling of accomplishment and pride. They also use the opportunity to talk about different aspects of costuming for a production and how costumes can help develop a character. With her professional experience, Schulte believes she brings to her students a look at theatre from a practical aspect, rather than an academic perspective. "I can tell a student what's possible and not possible and what it's like in the real world of theatre, even though sometimes it's not what they want to hear." She said she enjoys working at Augsburg because she can design costumes for classic productions, which she doesn't do at Chanhassen. Plus she can use more subtleties in her designs to further help develop a theme. Students from Augsburg have also been able to work with Schulte at Chanhassen. "It's quite a coup for the College," she notes, that so many of Augsburg's theatre students are working in some aspect of theatre somewhere. She attributes this success to Augsburg's emphasis on studying the entire process of theatrical production. "The teachers and directors are so steeped in their craft and literature that the students get a well-rounded education in theatre." Right now Schulte is busy designing costumes for Camelot, which opens in October at Chanhassen, and she will soon begin work on costumes for Augsburg's fall production, Macbeth. Judy Petree is media relations manager. Fall 2O02 LEARN INC OUTSIDE OF THE CLASSROOM T-\ H I ven though art professor emeritus Philip Thompson rerired lwo years /ugo, there is always something to do. He says that artists never get bored, and he has stayed connected to Augsburg by teaching calligraphy and glass knapping classes through the College of the Third Age. But sitting in an ivory tower is not how Thompson spent his 41 years at Augsburg, either. Whether unearthing the wealth of treasures from the past on campus, or reaching beyond the borders of the College with his students, he showed them that there is more to a coilege education than sitting behind a desk. "Departments have an obligation to partake in the larger affairs, rather than isolate themselves," Thompson says. "There ls a time for that, but one must learn how to balance the two." Thompson, born in Bismarck, N.D., received his B.A. from Concordia CollegeMoorhead and his M.EA. in studio art from the University of lowa. He came to Augsburg in 1959. At that time there was no art department, and only a few art classes were offered through the home economics department. Thompson was instrumental in the formation of the art by fudy Petree department, and the mid '60s saw the hiring of the art faculty at which time art was added as a major. Being at Augsburg College, in the heart of the Twin Cities, has been an important part of Thompson's work, both on and off campus. "This is a tremendous haven for teaching art, and being anchored in a community with lots of interaction is healthy. lt's important to stretch across neighborhood borders. " In the late 1960s, Thompson and his students "stretched" all the way to northern Minnesota, north of Grand Rapids, where they found a challenging art project. The Russian Orthodox Church o[ St. Peter and St. Paul in Bramble, Minn., with its onion dome, was completed in 1918 and fell into disuse during the 1940s. In 1967, led by a clergl.rnan from Grand Rapids, an effort was made to restore the church. Thompson was asked to paint 35 icons, which would complete the church's icon screen. Thompson enlisted several dozen of his students, who researched the style, technique, and content of icon painting before embarking on the project. With their painting, the project was completed in spring 1971. Closer to home, his strong interest in urban archaeology led to his conducting digs on the Augsburg campus, once primarily a residential area. They collected a variety of artifacts, inciuding bottles, porcelain dolls, marbles, and even an old civil war period projectile. He also conducted digs at homestead sites in Carver and Pine Counties. Thompson said that interest in this sparked some of his students to pursue archaeology either as a career or a serious hobby Thompson's own contributions to the campus and off campus are numerous. A recent addition is the For 40 years, professor emeritus Philip Thompson's hands-on teaching took students out of the classroom to urban archeological digs and Orthodox icon restoration. stained glass cross located in the corridor outside the chapel. Thompson used glass from Tiinity Lutheran Church, saved when the church was torn down to make way for the freeway. Outside Augsburg, Thompson's work is in collections or on display at the Sioux Cìty Art Center, in Sioux City, Iowa; the Pillsbury Research and Development Center; the Minnesota Museum of Art in St. Paul; the University of St. Thomas; Moorhead City Hall; Rourke Museum in Moorhead, and the Plains Museum in Fargo. He has also restored rotunda paintings at the Cass County Courthouse in Fargo and sanctuary murals at Bethlehem Lutheran Church in Mankato. Judy Petree is media relcltions manager. StalJ photo Fall 20O2 4ucsnunc ruow 19 PT]MPII\G T]P THE CRO\MD AT LYNX CAMES by Don Stoner ¡l everal Augsburg student musicians \or. gaining valuable experience ancì \*-lentertaining thousands oI people in the process by serving as the "house band" for the Mlnnesota L1.nx Women's Natlonal Basketball Association (WNBA) franchise. The Auggie band-Ben Duane, Michael Groves, Brendan Anderson, Ryan Parsons, and Bob Seekins-played for most of the Lynx's home games at Target Center durìng ¡he team's summer season. The Lynx added a live band this season to help fire up the crowd and serve as a complement to the recorded music used durlng breaks and time-outs, said Robert Stacke, music department chair and director of the band. "I've worked with a lot of pro sports teams in this area, and the Ly'nx called me to say they needed a band," Stacke said. "They thought it would be terrific to use students, and it's really been successful. lt's good pay and a wonderful experience." The band plays during pre-game warm-ups, halftime, and several times during the game. The musrcians are in constant contact with the Lynx's gameoperations personnel, who coordinate promot ions, audience-participation events, and the team's cheerleaders and mascot. "You learn a lot about performing at (t to R) Student musicians Ben Duane, Mike Groves, and Brendan Anderson form the horn section that pumps up the crowd during the home games of the women's pro-basketball Minnesota Lynx. an arena, how to interact with an audience, and how to maneuver with headphones on with the game-operations people. They might say, 'We need 20 seconds of music right now,' and we have to be ready to do it," Stacke said. The students write their own arrangements of popular songs and classic Dixieland music. "We give them a song list, and they'll say that they need 15 minutes of music; so, we adapt it to what they need," he said. "They may want up- tempo music, or music for the cheerleaders, or something else. It's fun to coordinate, but it's a An up-tempo beat is added by the guitar and drums of Bob Seekins, Ryan Parsons, and Professor Robert Stacke (on headphones). 20 ,4ucssunc f{ow liitle nerve-u'racking. " Several ol the students in the Lynx's banci also play for another popular Augsburg-based band, the "Camp Cruisers" house band at the Mall of America's Camp Snooplz Like this band, the Lynx band is able to interact with fans and the team, which is a positive for the musicians. lt's also a positive for Augsburg, which is mentioned often during the game in introducing and acknowledging the musicians, Stacke said. "It's fun to work with the fans, the support staff, and all the athletes. They're nice folks and really appreciative of the band," Stacke said. "lt's good basketball and the athletes are so nice. The way they interact with the young crowd is great to see. P1us, the lans often ask for autographs of the band, which is fun." ln addition to working wlth the LJ'nx, Stacke said that the band would eventually like to work other pro sports events in the Twin Cities, including the Target Center's other occupant, the NBAb Minnesota Timberwolves. Don Stoner is sports inJormation cootdinator. Fall 2002 i\EW YORK, I\.Y. sUMMER oN 'THE oTHER srDE' by Erin Carlson '03 months in New York City at Binder Casting, one o[ I L the most influential Broadway casting offices, swept me into an entirely new world and understanding between what professional theatre is and what many actors think it is. ftT\wo-and-a-half Did my two-and-a-half-month internship there shatter my fluffy dream of becoming a paid and respected actress? No. But it definitely put perspective into important theatrical office, but I began to realize the work I was doing and observing was beyond any world I had ever been a part of. My father made a great analogy for my experience-it was comparable to going to the major leagues straight out of high school baseball. I had always strived to do an internship somewhere far away the summer before my senior year, but I never realized it would be this huge. t'11 you desperately want to make a career out of the art you love, you must be prepared to do it alone and have enough confidence to be rejected more than accepted." Carlson '03, English and theatre major -Erin with no connection or relationship to the casting director is only going to get thrown into the trash. Without great credits or Lraining lrom a prestigious school, it will be difficult to obtain professional exposure. It's reality. It's also most definitely possible to be successful in New York and make it into a dazzlíng Broadway show, but it demands sacrifice and a complete surrender to your career. Would I want to establish a longterm life and career in New York? Most likely not. However, I have vowed that I would not survive more than a year without making a substantially long visit. I suppose it is the greatest city in the world. my career goals of three months ago and the reality I now understand and have accepted. Professional theatre is a demanding career full of personal sacrifices. If you desperately \Mant to make a career out of the art you love, you must be prepared to do it alone and have enough confidence to be rejected more than accepted. Although sounding clmical, these realizations have forced me to recognize what I must do to survive as a professional actress. lt has also fed my constant inspiration to act. Binder Casting threw me over to The Other Side-the dark, mysterious world of theatre business that most actors never .see nor understand. Being surrounded by only one casting director, four associates, and one part-time intern in an intimate, open office space submersed me into the inner workings of a Broadway casting director. Within my first few weeks I was answering phone calls from prominent playwrights such as Neil Simon and Wendy Wasserstein and actors Jenna Elfman and Peter Gallagher. During my last week I sat in on a final callback for the replacement of Little Sally in Broadway's Urinetown! The Musical and watched Saturday Night Live's Rachel Dratch sing "Welcome to the Jungle" as part of her audition. I knew I was working in Fall 2002 an My daily responsibilities with phone answering, mail, e-mails, and faxing were mundane. However, I experienced how one casting director and his four Erin Carlson is a senior majoringín theatre arts andEnglish. She recently playedthe role of the baher\ wife in the spnng production, associates balance numerous projects and Into the Woods. somehow beautifully cast huge Broadway productions. I observed the relationships between casting directors, playwrights, agents, producers, directors, and entire creative teams. It's amazing and shocking how enormous a task it just to cast the show, let alone is bring to the stage. As stated earlier, the knowledge gained from my internship and the New York City theatre world put perspective and reality into my dreams. I learned that sending an unsolicited headshot Erin Carlson spent the summer learning the realities of the theatre business as an intern at a major Broadway casting agency in New York. Here, near Times Square, she is pictured with her two brothers, Colin (left), a writer and editor in New York, and Evan, visiting in the Big Apple. ,4ucsnunc ruow 21 MAKINC MUSIC avid Cherwien'79 and Mark Sedio '76 have traveled many of the same roads since their graduation from Augsburg three years apart. Both have become prominent church musicians and organists and both have written and published widely and continue to share the "h).rnnfest circuit," each playrng ar 20-30 h)'mnfests per year. Sedio is director of music at Central Lutheran Church and Cherwien is cantor, or director of music, at Mt. Olive Lutheran Church, both in Minneapolis. Cherwien succeeded Sedio at Mt. Olive, and each taught [or ayear at. Gustavus Adolphus College. At Augsburg, they sang in the choir under Leland Sateren and they consider themselves "spiritual, professional children," as Sedio put it, of Stephen "Gabe" Gabrielsen '63, with whom they studied organ. Sedio played piano as a child, and was captivated by the sound of the organ, especially "the small, soft sound." But it was psychology, not music, that brought him to Augsburg. He joined the choir, however, and came under the wing of the music department, who told him that he just couldn't do anything else but music. It was while doing graduate work in choral music at the University of Iowa that Sedio discovered his vocation. "I realízed that doing music in the context of worship \Mas my great love," he says. He completed two years at Luther Seminary pursuing a calling in ministry of word and sacrament. At Central Lutheran, he sees a different kind of ministry weaving together music and spirituality. "When you are actually able to fit music into the life of a congregation, not maybe just in worship, but in the whole life, and to help people see that knitted-together fabric and to facilitate it-that's the greatest joy you could have," says Sedio. He delights when he sees kids captivated with his organ demonstrations who want to come back for more. 22 ,4UCSBUnC n¡OW TO STIR THE SOUL by Betsey Norgard David Cherwien began playing organ while his family lived briefly in France. He never played a h).'rnn until his sophomore year afAugsburg, when he took ajob at a local church. Even though he was a music education major, church music became his passion as he sang in the Augsburg Choir, played organ, and was inspired by organists such as Paul Manz. Cherwien's publishing career, which includes most major music publishers, was launched when a music publisher attended an Augsburg recital and heard Cherwien play h1.rnn improvisations he wrote for an independent study course with Gabrielsen. His original collection of hymn improvisations contains 15 volumes. Gabrielsen comments, "Dave's organ compositions are played in all 50 states and several foreign countries, I would guess." ln addition to his position at Mt. Olive Church, Cherwien recently became director of the National Lutheran Choir. And, last November, he played for the installation of the Rev. Mark Hanson '68 as the third presiding bishop of the Evangelical Lutheran Church in America. Both Sedio and Cherwien attribute the Augsburg Choir and Sateren's gift for guiding students toward the "soul" of the music as significant. "He never talked about 'soul,'but he told stories and passed on the tradition," explains Sedio. Gabrielsen recalls the "glory years" of the 1970s, when Sedio and Cherwien were among his 16-20 organ students. With lìmited organ practice available on campus, Augsburg organ students of that time gained opportunities to play on wonderful organs around the metro area, better than any college could afford. He says that today, even with an increase in great organs available, there is an enormous decrease in organ students. Lack of parental pressure to make children practice, the instant gratification of playing ready-made music on keyboards, and the infiltration of contemporary music in Church musicians and organists Mark Sedio '76 (leÍt) and David Cherwien '79 (right) both studied with music professor and Coflege organist Stephen "C,abe" Gabrielsen '63 and found their ministries of music in publishing, congregational music, and as organists. churches all contribute to this decline. Despite pressures to bring more pop music into worship, Sedio sees the old tradition continue. "Some of the kids I had in Choristers at Mt. Olive are graduating from college and they're excellent musicians. They know what it's all aboutit's a whole." Fall 2002 ,-¿ 6 THE ) S TO SUCCESS FOR CARRET WILLIAMS parh, a film by writer-director Garret Williams'89, received what some might describe as catalytic acclaim among those in the film industry when it debuted as a short in 1996 at the Sundance Film Festival. The fi1m, originally 40-minutes long, was made whiie Williams was enrolled in graduate school at the American Film Institute and was funded by two sizable grants from the National Endowment for the Arts and the Bush Foundation. It expiores race relations in America through the story of Nina and Byron, a young African American couple whose car breaks down on a road trip from Chicago to L.A. The pair finds help from a mechanic, considered suspicious and possibly racist by Byron, and the tension between the two empts into a confrontation. The movie ìllustrates how easily racial suspicion can turn violent. Sparh garnered wide acclaim, including at the New Directors/New Films series at the Museum ol Modern Art; the USA Film Festival in Dallas, where lt won the grand prize; and the Urbanworid on to graduate school at the American Film lnstitute. S Festival, where Williams received an award for best dìrector. Spurred on by success, Williams wrote a script to expand the film to feature length and embarked .on what he calls the "entrepreneurial adventure" of getting a film in production. He met producers Ìnterested in the project, gained selection of the film lor conversÌon to lull length at the Sundance Film Labs, and received underwriting from the Blockbuster-McKnlght Film Fund. Despite hìs thought that "films, like any arf", are never finished-you just abandon them," Williams has not exactly abandoned Sparh, but still travels to various screenings, such as the recent Image Nation Film Festival in New York. A self-described jock in high school, Williams says he really didn't become interested in art untìl college. He admits, Fall 2002 by Wendy Elofson Last year, Williams received a Bush Artist Fellowship, given annually to l5 artists to allow them chances to explore new directions, continue work already in progress, or accomplish work not financially feasible otherwise. With this, he is traveling for research on several projects, one of which involves the Addicts Rehabilitation Center in Harlem. Williams hopes to shoot a film in Minnesota in the near future. He is cuûently re-writing a screenplay titled "Hyenas," a contemporary drama about a group of friends involved in an inner-city drug culture, which had originally been worked through the Sundance Screenwriters Lab. About his future plans, Williams says, "l want to make a lot of movies, help establish a foundation, and keep busy." Garret Williams '89, who majored in studio arts and communication, graduated from American Film lnstitute and is now researching several film projects with help of a Bush Artists Fellowship. however, to somewhat o[ a genetic predisposition toward art-his mother is a poet and college professor and his father ìs Wendy Elofson t'ormerly worhed in the Olt'ice of Institutional Advancement at Augsburg. a painter. Williams entered college more ry interested Ìn advertising, but found photography more to his liking. At Augsburg, he gained experience as Courtesy liûto ii'ri:iiFlìiiiËirk!ì!iliiir:r¡1 t a student photography edltor, lvhich increased his interest in the visual arts and led him to major in studio arts/communication. Alter graduating, Williams worked as a photographer and started fìlm school at the now-defunct Film in the Cities. After producing several shoris there, he went / t" i. I ti ¡r;ï'" Nicole Ari Parker and Terrence Howard appear in Spark, Garret Williams'film that explores issues of racial tension and suspicion. ,4ucssunc Now 2g .. AUCSBURC MUSIC ON THE ROAD by Cathy Anderson f-T-lo many o[ us, traveling with 60 peopie, I instruments, robes, equipment, and enormous I. amounts of luggage carefully crammed onto a bus may not sound like the best way to spend our vacâtÌon. However, for students who are members of music ensembles, tours are eagerly anticipated each year and form some of their favorite memories of college. Muslc tours are an important pari of Augsburg's outreach. Performances by these ensembles increase Augsburg's recognition and knowledge of its mission. They also help alumni, friends, and families spread across the nation stay connected with the music department and the College. Students take on important roles as Augsburg ambassadors. "Students are remarkable at communicating with audiences and alums on tour," says Robert Stacke'71, director of bands and music department chair. "People enjoy interacting with students and learning how both music education and Augsburg College have impacted their lives." Tours give students a unlque platform to travel and perform around the globe while gaining valuable professional training with a performing arts organization. In the past few years alone, Augsburg ensembles have traveled throughout the Midwest, Arízona, New Mexico, Florida, the Republic of lreland and Northern lreland, Finland, Estonia, and St. Petersburg, Russia. However, touring music ensembles have long been an important tradition at Augsburg College, dating back *# 4ucssunc Now to 1888, when a quartet of students traveled as part of a temperance organization. Quartets began to visit Lutheran Free Church congregations during summer vacations and often served as the first contact many rural families had with Augsburg. In the 1950s, both choir and band tours began to visit civic locales more frequently than churches and toured outside of the Midwest. In the summer of 1960, director Mayo Savold and the Augsburg College Concert Band embarked on a 45-day tour to I The1972 Augsburg Choir, led by Leland Sateren'38, toured Minnesota, lowa, and Nebraska. a Flutist Bonnie Martinson '59 celebrated her birthday in 1958 with the Augsburg Band on tour through southwestern Minnesota. ln April 1999, the Augsburg Orchestra and Riverside Singers performed in Red Wing and Rochester, Minn.; and LaCrosse, Wis. Fall 2O02 important in life. I have taken my high school orchestras on tours overseas because of that tour. I feel it is important for students to see other countries and customs that are different from their own." Some memorable personal connections are also made and renewed through the tours. ln 1998, the Augsburg Choir traveled to Norway and performed in a number of small churches. The pastor of one church told choÌr director Peter Hendrickson '76 that he remembered 25 years earlier when the choir also The Augsburg Choir sang in the famed "Rock Church" in Helsinki, performed in his church. Finland, as part of their 2002 tour to Finland, Estonia, and Russia. Hendrickson told the pastor that he also remembered that night, because he was help celebrate the new state of Alaska. This a student singing in that Augsburg Choir. remarkable journey encompassed nine states Hendrickson also recalls another choir reunion of and Canadian provinces and more than 30 sorts from the following year, when he led Masterworks performances, including two concerts under Chorale, the choir including students, alumni, and the renowned baton of Robert Shaw. community members, That tour reunited to German)¿ Alum Lara (Dyrud) Maclean, a L990 the four lenors, including Hendrickson, who had sung violin performance grad, recalls an Augsburg together as students in Augsburg Choir. Choir tour that traveled to several eastern The Augsburg touring tradition continues in the European countries and Germany just months 2002-03 academic year with the Augsburg Chamber after the Berlin Wall had come down. Orchestra traveling to the Seattle/Tacoma, Wash. region "It was amazíng to be there and meet numerous and ensembles on the road throughout the people our age. It was so eye-opening Lo see entire Midwest. Tour itineraries and performances how involved they were politically lt made me schedules can be found online at feel like we take too much for granted as <www. augsburg. edu/music/tours>. Americans. To lnquire about an ensemble visiting your "In Poland, the choir had the opportunity community, contact fine arts coordinator Cathy to stay with host families. "We stayed with...a Anderson af" 6L2-330-1279 or college teacher and an engineer who made $45 a month to live on and feed their two children and mother-inJaw. They \Mere so kind and <andersc@augsburg. edu>. giving... [and] really exemplified what is Cathy Anderson is fíne arts coordinator. I The Concert Band, all dressed up ready to play, toured with With palm trees swaying, the Concert Band the choir in Arizona and New Mexico in spring 2000. played on a Florida beach in March 2002. Fall 2OO2 4ucssunc fìtow 2s The GACE GALLERY REACHINC BEYOND THE CAMPUS "11 alleries are not just for those of us passionate about the arts," says Cathy Peters '93, galleries and exhibits I utih. Gage Family Aricaliery opened in \I.oordir.,uto, -usual commÌtment to the community to provide opportunities for up and coming artists," says Peters. One such example is that of artist Barbara Lea, whose "New Works" were exhibited this past February Gage Gallery acted as a launching pad for Lea's career, resulting in her art being picked up by Circa Fine Arts 1997 in conjunction with the Lindell Famlly Library, Gage Gal1ery has become a place that not only provides hands-on access to art and artists alike but a place where the Augsburg community can explore art. "We get to share another part of the world with Gallery in Minneapolis. Over five years, the Gage Gallery has enjoyed people-by bringing shows to campus that people would rarely see," says Peters. opportunities to build The location and accessibility of Gage Gallery in the llbrary it possible for the Augsburg community to take of the gailery and its artists as learning tools. By inviting advantage lecture in classes and by requiring student attendance at artists to receptions, faculty members ì.ncorporate the exhlbits lnto opening In their curricula. doing so, students learn how art can be into integrated their major field of study; they converse about the make connections with the artists. artwork, and "The student's learning ranges from the practicality of how to make a living to the use of various colors in a piece of art," says Peters. "It is this interaction between student and artist that is the most stimulating." Peters' commitment extends beyond that of the College. "I also have a local, national, and have made Gallery exhibits vary widely in media and R) from creative artist's books on handmade papers (Tara Christopherson), to study of the worldwide art of tattooing, to wearable art as expression- (L to fashion (Erika Spitzer Rasmussen), and to evocative oils on canvas (Barbara Lea). 26 ,AUCS¡UnC ruOW by Cherie Christ international collaborations with prestigious arts organizations, including the Minneapolis Institute of Arts and the Smithsonian Institution. ïlhTToo a. u¡tüEililutrm Fall 2002 ,-- 21ST CENTURY TILES: FROM EARTH TO FIRE Augsburg College's Cage Family Art Callery and the Catherine C. Murphy Callery at the College of St. Catherine are co-hosting a national Cage Gallery, located in Lindell library, focuses on the work of Minnesota artists-providing both a place for them to exhibit and opportunities for them to particiPate in classes. juried tile exhibition, "21st Century Tiles: From Earth to Fire," from Sept. 13 to Oct. 20. This exhibition in the trvo galleries includes more than 100 contemporary works by The falt art exhibit entitled "21st Century Tiles: From Earth to Fire," is one example of such a collaboration. In conjunction with the Tile Heritage Foundation's 1Oth q.'rnposium "Tiles in the Twin Cities: The Quintessence of Handicraft," the Gage Family Art Gallery and the Catherine G. Murphy Gallery at the College of St. Catherine wili host a national juried tile exhibition. The gallery's growing presence in the art world has led to some pleasant surprises and connections for Peters. While she was in Stockholm, Sweden last summer to research Viking Age textiles, she visited the Statens Historiska Museum, where the textiles are now conserved. On the desk of rhe curator was the March-Apri1 2001 issue of Hahmagazine, featuring three articles and an exhibition notice for "Textiles from the Silk Road," which ran in the Gage Gallery from March to May last year. Peters marveled at lhe oppofiunity to share her exhibit and information about the gallery with this European colleague. The ga11ery was again featured in Hali magazine for the exhibit "Kilims: Weaving as a Tiadition." The L997 opening a exhibition in the Gage Gallery a s. featured paintings, prints, and 6 sculpture donated to the College ra approximately 50 artists. Sponsored by the Minnesota Crafts Council, the exhibition was juried by William Hunt, American artist, critic, author, educator, and editor oÍ Ceramics Monthly from 1972-1994. "From Earth to Fire" is presented in conjunction with the Tile Heritage Foundation's 1Oth symposium, "Tiles in the Twin Cities: The Quintessence of Handicraft," held in September. Presenters of the symposium include the American Swedish lnstitute, the Handmade Tile Association, the Minnesota Historical Society, the Northern Clay Center, the Minneapolis lnstitute of Arts, and theTile Heritage Foundation. by Captain Gerald L. Johnson, son of 1915 Augsburg alumnus Rev Harold "Butch" Johnson. Johnson's gifts of artwork to the College will also be featured this faÌl as rhe première exhibit in the new gallery space in Christensen Center, a gallery wall on the main floor of the college center. Gage Gallery received funding from Barbara and Skip Gage and their families. For information on the Gage Family Gallery and exhibits, caII 6L2-330-I524 or visit <www. augsburg. edu/ galleries>. Ch erie Chnst is a specialistfor Jine c ommunications arts. Fall 2002 Augsburg alumnus Noburu Sawai /66 returned to Augsburg and lectured in Gage Gallery as one of the artists Í:;ï'""$ l *; ffi'fj}jïT j;ï:,i instructor Toshi yoshida. 4ucs¡unc ruow 27 REMEMBERII{G ESTHER OLSOI{: JOYFUL STRUCCLE AND A ',|OIE DE VIVRE' ,,GaryK.otson'65 o ù Esther J. Olson, professor of drama at Augsburg from 1960 to 1977. "Occasionally a splash of color comes into our lives, awakening us to delight and goodness. That splash may be the flight of a brightly colored bird; it may be a piece of music; it may be a play done so well you are drawn in and captivated. The awakening is better when it comes through a person. Esther Olson was a splash of color in the lives of many of us." That's the way I began my eulogT for her funeral in T984. In the 1960s it was my privilege to have acted and to have done technical theater work under the direction of two talented and strong professors, Ailene Cole and Esther O1son. For them I am grateful and because of them I am a better person. Esther's intense personality was reflected in the plays she chose to di.rect. She was drawn to play'wrights like Henrik Ibsen, August Strindberg, and Anton Chekhov-not exactly writers of comedy or musicals. I confess that I yearned for Esther to direct more comedles; yet the social, theological, and personal themes of the plays she chose were so universal they 2A ,4UCS¡UnC n¡OW could speak to contemporary audlences. Though she was intense, acting under Esther's direction was to experience r.vhat play'wright Henrik Ibsen called 'Joie de vivre," the joy of life. For Esther it was a joy born out of engaging the struggles ol lile with faith in God. Part of her joylul struggle was a passÌon for excellence. Like a great orchestra conductor she put together the various characters and scenes of a play in order to bring it alive for the audience. It is a theater cliché, but there were no small roles in her prodr-rctions. She worked actors who had bú parts as hard as those who had major given up." She used this method on many actors. Esther could draw more lalenl out of a person than he or she thought they roles. She wanted each scene and each character [o contribute to the whole effect. Many times she would say, "Run that scene again, lt's not dght! If you do it rlght, it'1Ìmake me cry (or laugh)!" i remember standing wrth a friend backstage late one night, wanting to go home, hoping she wouldn't say "Run it againl", but she did. Sometimes she would ask actors to come to her home on a Sunday afternoon to polish a scene. We young actors would complain. We would be angry But when the plays were produced before an audience and we did a good job, we were proud and glad. We returned to act under her direction. Yes, Esther had a passion for excellence, but she also had compassion for her students. She stood with us in the sense that she wanted us to grow and be the best we could be. She encouraged us to take responsible risks, to be bold in using our talents. On occasion during a rehearsal she would stop everything and yell to an actor, "Give me some emotion! Give me something even if it's wrong! Then I'lt have something to work with!" More than once she would push me ourselves. Then she Ìn rehearsal until I became ^ngry. "Good, now use that good, would say, say, Later she would scene." energy in this "Don't worry if I push you or am angry at you. it means I see potential. Only worry if I don't say anything to yolt; it means I've had to give. When rehearsal was over, she would often say, "Come over to my hor"tse for eggs and toast." Many of us did. There we saw the other side ol Esthcr's compassion: tenderness, sensitivity, a willingness to listen to our hurts, our fears, our hopes and dreams. We laughed and cried together. We learned to be bold ìn trustirig God and loving people beginning with Esther was indeed a splash of wonderful color in the lives of many of us. The Rev. Gary K. Olson'65 is minister at Laheview Luther an Church in Maplew ood, Minn. Funding for the Tjornhom-Nelson Theater sign was paid for by the Esther f . Olson Memorial Fund. Fall 2002 tl I )^ l ¡a From the Alumni Board president's desk.., ffi il Accordingly, I highly recommend that when an Auggre Conversatlon is held in your area, you spend a few hours reacquainting yourself with other alumni-and gain some useful and interesting information at the same time. A:Jìï*: educational opportunities did not end when we graduated from Augsburg. Last month, I had the @ m pleasure of attending an Auggie Conversation located on the garden patio of a local restaurant on a warrn summer evening. Mr. Zack' Curtis '97 enlightened us with interesting stories conceming what it is like to be a professional actor in the T¡¡in Cities. I learned more behind-thescenes information about the Minnesota theatre community in one hour than I could ever have imagined. The Augsburg Alumni Board is dedicated to connecting alumni with their fellow alums and to their program in a manner that is of mutual benefit to both. Vocation Mentoring Têams Augsburg is the fortunate recipient of the Liþ Endowment Grant entitled "Exploring Our Gifts; Reconnecting Faith, Life, and Vocation." Part of the grant involves creating a program that will bring alumni back to the campus for a mentoring program that includes students, facult¡ staff, and alumni. At the mentoring meetings and retreat, the group participants will discuss what fosters spiritual growth and maturation while reflecting upon vocation. It is anticipated that the mentors' commitment will involve an evening training session; five or six evening gatherings consisting of large group presentations for alumni mentors, students, faculty, and staff; small-group breakout sessions; potential follow-up with students at their place of work; and a final evaluation celebration. Students will be interested to know how you chose the work you do, how Augsburg prepared you and influenced you in your work, how you face the challenges in balancing your work and family life, and what gives your life meaning and purpose. Ifyou are interested in participating or learning more about this program, please contact Pastor Sonja Hagander at 612-330-1735 or via e-mail at <hagander @ augsburg. edu>. Andrew Morrison '73 President, Alumni Board Three alumni appointed to Alumni Board designed to provide opportunities for youth in the South Minneapolis community to participate in traveling league sports. Boone was inducted into the Augsburg Athletic Hall of Fame in 2001. The Augsburg Alumni Board o[ I Directors appointed three new members and elected Andy Morrison '73 as president and Paul Mueller'84 as president-elect. The new members are as follows: Jennifer Tome'99 Greg Boone'81 Greg Boone graduated from Augsburg with a B.A. in business administration and concentration in finance. He works for Northwest Airlines as a business unit manager. He has been a volunteer youth basketball coach in South Minneapolis for seven years. He is also director, treasurer, and member of the South Side Athletic Association, a non-profit organization Fall 2002 Å a m il z Jennifer Tome graduated from Augsburg in with B.A. in communications and Barry Vornbrock ,96 MAL Barry Vombrock graduated from Augsburg in 1996 with an M.A. in leadership. He manages IS a business. Tome is a wine representative to local restaurants with Paustis Wine Company in Plymouth. She serves on the Children's Home Society Winemaker's Dinner Planning Committee, and is a member of the Minneapolis Chamber of Commerce and Grapevine Wine Club. bylynnMena Ambulatory Patient Care Systems at HealthPartners, Inc., in Minneapolis. His varied professional background includes engineering, computer science, and retail sales. His volunteer work includes service as an election judge and site coordinator, as well as involvement with the United Way campaign and the Minneapolis Youth Diversion Program's gay, lesbian, bisexual, and transgender host home program. This year, Augsburg honored him with a First Decade Award (see page 7). ,4ucsnuncruow 29 Alumni News New director and associate director join Alumni/Parent Relations bylynn Mena o o ñ (_) E k Amy Sutton, director of Alumni/Parent director of Alumni/ Relations Parent Relations Heidi Breen, associate and maintain relationships with all of our alumni, students, and parents, and to work with them side-by-side to ensure that Augsburg is always an exceptional place to come home to. We hope to provide additional support to our international and Weekend College students and alumni as well." In her first recruiting assignment at Augsburg, Sutton hired Heidi Breen as associate director of AlumniÆarent rlhe Oflice ol AlumniÆarent Relations I *ilì ,tur, the 2002-'03 academic year Relations. Breen, who joined the staff Sept. 3, had been associate director of admissions at Augsburg. Over the last 16 with years, she handled all aspects of recruiting director and associate director. Amy Sutton joined the staff as director in August. She was previously vice a new president of Friendship Ventures in Annandale, Minn., a nonprofit organization serving children and adults with developmental disabilities. She has also served both South Dakota State University and Augustana College in positions ranging lrom admissions counselor, assistant director of admissions, development officer, interim director of annual programs and alumni relations, and director of scholarship administration and development. Sutton served as dean of counselors for South Dakota Girls State in a voluntary capacity for 16 years and received the South Dakota Girls State service award for her efforts. She has also been recognized as one of the top 20 people under the age of 40 for contributions to the Brookings, S.Dak., community through work, public service, and volunteer efforts. Sutton graduated with a B.S. in commercial economics from South Dakota Srate University in 1991 and acquired her Master of Science in lndustrial Management in 2000 from South Dakota State Universiqz "I look forward to becoming a member of the Augsburg community," says Sutton. "It is already obvious to me that there are exceptional people here. "Our continued priority in AlumniÆarent Relations will be to build 30 4ucs¡unc now transfer and international students plus students from North Dakota and Colorado. Breen has served on the European Council of International School Boards since 1993 and has led two groups to Central and South America for recruiting purposes. She has a B.A. in elementary education from Concordia CollegeMoorhead, but you'd find it hard to believe she is not an Auggie! "I have loved my years working in admissions meeting great students and their families," says Breen. "The relationships that I've built with students, families, and counselors while recruiting are amazrng. I am very excited to begin my position as associate director of AlumniÆarent Relations. lt will be wonderful meeting up with some of my earlier recruits! The alumni oflice is here for you, so please let us know how we can . help you get connected to Augsburg-and for those akeady connected and volunteering, thank you!" ffi Auggie Conversations are held the second Tuesday of each month. October 8, 5:30 p.m. Benihana, St. Louis Park Facilitator/topic: Kari (Eklund) Logan'82, media relations November 12, 5:30 p.m. Fhimas, Downtown St. Paul (Lawson bullding) FacÌlitator/topic: Merilee Klemp'75, rnr,rsic Ãrrr\tnTfe[fl:TllTñIcßr President and Mrs. Wl11iam V Frame wrll visit alumni, parents, and friends of the College in the Seattle, Wash., and Vancouver/ Portland, Ore., areas from October 26-November'3,2002. January 14, 5:30 p.m. St. Petersburg, Robbinsdale Facilltator: Prof. Norma Noonan February 11,5:30 p.m. Wildfire, Eden Prairie (in the mall) Mark your calendars for the following gatherings: Topic: Athletlcs at Augsburg Saturda¡ October 26 March 11,5:30 p.m. Host: Neal '60 and Kay Thorpe Contact: Steve Rosvold'Bl 360-576-9692 Frida¡ November The Newsroom, Downtown Minneapolis Facilitator: Lisa Ze11er'Bl, 'Bq MAL April 8, 5:30 p.m. I Magrano's, Edina (in Southdale Mall) Facilitator/topic: Prof. John Mitchell, poetry Seattle gathering Locatìon and time TBD Il you wor-rld like December 10, 5:30 p.m. Roadhouse, Burnsville Facilitator: Jeroy Carlson '48 infotrnatÌon on above gatherings, 01 you rvoulcl like to scheclule an appointment to meet wrth n-rore t-he President Frame, please contact Norn-r Okerstrom'85 at 612-330-1616 or e-mai1 <okerstro@augsbr-rrg. edr-r>. May 13, 5:30 p.m. Freighthouse, Stillwater Facilitator: Prof. MarthaJohnson and Rick Shiomi, theatre For more informatron, please call 612-330I l78 or e-mail <alumnl@ar-rgsburg.eclr"r>. Fall 2O02 ,-- School Business Official of rhe 1950 Year by the Minnesota Esther Johnson, Marshall, Minn., was honored at the Pride in the Tiger Foundation Hall of Honor banquet for her contributions to area schools and community. A, longtime Marshall High School teacher, she has spent 212 years in education, including teaching English to new immigrants and teaching English abroad. 1952 Harvey Peterson, Edina, Minn., was featured in the June issue of Truch Parts and Sewice. CATCO, the company he joined in l95l and for which he currently serves as chairman of the board, was named as one of five finalists for 2002 Distributor of the Year. In the article he is described as "one of the best teachers anyone could have" by both the company's president and vice president/general manager. Under his leadership, the company has expanded to 13 locations. 1 953 Phyllis (Vik) Swanson, Association of School Business Officers. He has been business manager at West Central Area Schools in Barrett, Minn., since t996. 1964 Avis (Hoel) Dyrud, Newfolden, Minn., was named Faculty of the Year by Northland Community and Tèchnical College in Thief River Falls, Minn., where she has taught for 19 years. She and her husband, Philip '64, have five children and ll grandchildren. The Rev. Gary L. Langness, St. Paul, retired in May after 29 years as Augustana Lutheran Church's senior pastor. "[He] is one of the most outstanding pastors in the [ELCAI," said the Rev. Mark S. Hanson'68, ELCA presiding bishop. The Rev. Langness plans to pursue missionary work in lanzania and also looks forward to spending more leisure time with his wife, Carol (Welch)'65: his two children, Jennifer and Tony '93; and his twin grandsons. Northfield, Minn., celebrated the marriage of her youngest son, Daniel, to Cortney l-arson last year. She recently retired after editing St. Peter's Lutheran Church's 1967 Marilyn McKnight, Edina, Minn., is running as a DFL candidate for state legislature. She and her husband, Stephen Erickson '68, own a mediation firm in Minneapolis. 1 of the No¡theastern Minnesota Synod of the ELCA. Before his election as bishop, he was senior pastor of First Lutheran Church in Duluth. 1973 Randolph 968 Just was named senior director and chief auditor of Dorothy Anderson and her husband, Roy Hankins, recently relocated from Mason City, Ill., to accept positions as child psychiatrists with Woodland Centers in Willmar, Minn. She was previously employed at the Wilder Child Guidance Clinic in St. Paul, the Mendota Mental Health Center in Madison, and in private practice for IB was Schwan's Sales Enterprises, Inc., a frozen foods manufacturer and marketer based in Marshall, Minn. Before joining Schwan's, he served as senior manager at KPMG, LLP, in Los Angeles. 1974 years. Kathryn (Sanoden) Pearson, David Loftness, Shakopee, Cambridge, Minn., recently published her first book, Temp erTamer s (Attainment Company), a guide for instructors to help students with behavioral problems. She works for both the Braham Area School District and the Princeton and Elk River clinics of Fairview Counseling Centers. Minn., retired after sewing as director of court services for Carver and Scott Counties for 34 years. 1 969 The Rev. Peter Strommen, Duluth, Minn., was re-elected for a second six-year term as bishop ffi Augsburg alumni and friends joined President and Mrs. William V. Frame and Prof. Frankie Shackelford on a 12-day journey to Norway. THIS PAST SUMMER, newsletter for23years. Sadl¡ her husband, Bob, died in 1996. f 955 Shirley G. (Lundborg) and Harold Reistad '56, reside in Circle Pines, Minn. Shirley is a registered nurse at Northwestern Hospital. 1 963 Carolyn E. Johnson, Ph.l. Placentia, Calif., was recently cited as "a great. teacher, wonderful friend, and role model" in the communications department alumni newspaper at Cali[ornia State University-Fullerton, where she is an associate professor. Jon Nygaard, Fergus Falls, Minn.. was named Minnesota Fall 2002 Pictured at left on the steps of ffollhaugen, the home of composer Edvard Grieg, are: (top row L to R) President Frame, Malcolm Watson, Laura Cichocke, Esther Watson, Dorothy (Floistad) Benson '56, Sonya Quam, tour guide, and Anne Frame; (center row, L to R) Prof. Shackelford and Larry T[¡rner'69; (bottom row, L to R) Farolyn (Johnson) Gehring '56, Bonnie Lerberg '92, and Judy Ramler. Pictured at right on board the Nordlys Ship are (t to R) Prof. Shackelford, Mary McDougall, and Susan Albrecht. .4ucssuRc Now 3l Class Notes 1975 Dan R. Bruss, Pella, Iowa, was named the ninth president of Bethany Lutheran College, beginning inJanuary. Bruss began his academic career at Bethany in 1975, where he taught until 19Bl He has taught at Central ColÌege in Pella since 1990. He and his wife, Kathrym, have two children. The Rev. David Grant and his wife, Deb (Thomson)'76, president-elect of the Minnesota Osteopathic Medical Society He is family physician with MinnHealth in Woodbury Minn., and remains a active in the America Osteopathic Association. He also holds professorial appointments at the University of Minnesota Medical School and Des Moines University Martha "Marty" (Wagner) Nitzberg, Springfield, Va., continues to work for the honors, as well as the Associate of the Year honor by his parent [irm, North Star Resource Group. He and his wife, Jacqui, have three daughters: Kristin, Justine, and Erika. 1 981 Walt Johnson, Minneapolis, was elected president of PLUM (Professional Librarians Union of Minneapolis). He is a relerence relocated to West Union, Iowa, where Dave is senior pastor at Zion Lutheran Church. He retum in 2000 from a two-year tour overseâs. She has two daughters, Meredith and Robbie. previously served Indherred Lutheran Church and Immanuel Lutheran Church in Starbuck, 1979 Mary Lingen, Backus, Minn., exhibited t9 of her paintings at M'inn. 1976 Leah Abdella, Inver Grove Herghs, Minrì., is co-local office Karla J. (Wiese) Miller, Brookþ the Johnson Heritage Post in Park, Minn., is director of choral music at North Hennepin Community College. April. Since 1988, she has had 1 980 direcLor of the Cancer PreventÍon Coalition, an educationaì and informative non-profit organization whose goal is to reduce cancer rates through outreach, public education, advocacy, and public policy initiatives. 1977 Bruce B. Cunningham, Maplewood, Minn., was elected Jeffrey K. 13 solo shows and has been involved in 43 group exhibits in 20 states. Her work is described as "surrealistic and colorful." 1984 Bloomington, Ann Gabrielson works with Minn., achieved U.S. Foreigrr Service. She recently left her two-year post in Havana, three top for his efforts in 200Ì as a cerrified financial planner with Fortune Financial. These included the Circle of ExcelÌence and Court of Table Cuba, for a new position in Adana, Turkey. Prior to being hired by the govemment, she graduated from the University of Minnesota Law School, worked as a law clerk, and ran a private practice in Montevideo, Minn. Distinguished Alumni Award is founder and executive director of Reaching Arms International, an inte¡national adoption agency and ministry outreach organization with programs for adoption in Russia and Ukraine. ln April 2000, she opened the First Decade Award first privately-run orphanage in the Ukraine called Cradle of lollowing awa¡ds: Spirit of Augsburg Award 990 Terri (Withers) Williams and her husband, Ray, reside in Plyrnouth, Minn. She is a full-time homemaker, raising their two daughters, and teaches private vocal lessons in the Minneapolis area. Ray is a financial advisor with American Express. Corey L. Davison, Chicago, Ill., married Kelly Lin Sullivan. Corey works for the Concord Coalition as midwest director in Chicago and as director of legislative affairs in Washington, D.C. Kelly is a flight attendant for a major alrline. .lim Douglas, Apple Valle¡ the The Rev. Nila (Garner) Neumiller, Minnetonka, Minn., The Augsburg Coilege Alumni Association Awards and Recognition Committee seeks your assistance in identifying members of the Augsburg community to be considered for recognition for the & 1991 Jarnes, production goals on his law practice, Rice, Michels Johnson LLf; in Minneapolis. 1 librarian in the technology/science/ government documents department of the downtown Minneapolis Public Library. Department. of Defense after her in the Minnesota Senate. The Ìawyer and former lobbyist has opted not to run for reelection so he can spend more time with his family and focus Children's Hope. The organization Minn., started a new company providing marketing and creative services called Nighthawk Marketing. He and his wife, Andrea, have two sons, Jimmy, 5, and Tyler, 2. Kristof Nordin, Lilongwe, Malawi, Africa, is a technical coordinator for the Peace Corps' Malawi training programs. His wife, Stacia, coordinates the Peace Corps' Malawi Crisis Corps Program. They have been living and working in Africa for more than five years. Eric H. Peterson, Minneapolis, a marketing director for Dairy Queen, was recently recognized as the creator of the Express Lunch promotion, which has run in approximately 1,250 of DQ restaurants nationwide. To make a nominatlon online or to view the description/criteria for each award, go to <www. au gsburg. edu/alumni,/nomform>. is planning to extend its efforts into Africa. Last September, she was honored as one of three To recieve a nomination packet, contact: Office of AlumniÆarent Relations recipients for the 2000 Women of Achievement by lrin West Chamber of Commerce. Carolyn Pool, Minneapolis, an actor and comedian, recently appeared in the 1929 comedy June Moon by Ring Lardner and George Kaufman, at the Park f986 Square Theatre in St. Paul. She is married to Matt Sciple. Phone: 612-330-l i78 or l-800-260-6590 E-ma11: alumni@augsburg.edu The deadline for nominations for 2003 is March 14,2003 Dave Johnson, Bloomington, Mirm., will retire from his seat (DFL) 32,4UCSSURCNOW Fall 20O2 m 'Titletown's' Eayrs an NFL innovator uv Don sroner A conversation with Mike Ea¡'rs is like attending a doctorate-1eve1 c1ass. The subject is footba11. Listening to him discuss the intricacies of his favorúe sport, you understand how football has become the passion of his life for more than 30 years, a ^s coach and now as a National Football League innovator. Eayrs, a 1972 Augsburg graduate, is regarded as one of the NFIS innovators 1n merging technicai and statistical analysis with advancements in video technology For 16 years, the West Concord, Minn., native created a unique video and technical analysis program for the team he grew up admiring, the Minnesota Vikings. But in 200I, Eayrs left the Vikings to join one of the team's biggest rivals, the Green Bay Packers. He became the Packers' first director of research and development. Mike Eayrs'72 "The timing seemed right," said Eay'rs of his move to Green Bay Wis. "I was contacted by the Packers to see if I was interested in a job. Had they called a year or two sooner, I would have probably said no, because I wasn't really interested then. But there were some things happening with the franchise Ìn Minnesota . . . (and) there was just enough uncertainty that all of a sudden, 1 thought to myself that if the right team would call, I probably would listen." Other teams were callingbecause Ea¡rs is considered one of the leaders in an NFL revoiution of sophisticated analysis. It all started in the early l980s, when Ea1'rs was a footbalì assistant coach and instructor at Minnesota State University-Mankato-where the Vikings hold their annual summer training camp. "Every year, I taught a statistics class in the HPER (health, physical education, and recreation) department. Statistics was a painful thing to teach, and I was trying to find a way to make the class more fun, s¡ill worthwhile, and more exciting," Ea¡rs said. "We applied statistical analysis to sports statistics. We wrole to the NFL and got the Elias Sports Bureau to send us the year-end reports for three or four years. We started to do 'trending' on professional football. I started to send the repoils to the Vikings, findings that we found on the NFL. They were very interested in it, and I was extremely happy to do it for them." Eventually, those "State of the NFL" reports led to a full-time job wrth the Vikings, where he created sophisticated research repoils on statistical, team, and player lrends. He became one of the first NFL analysts to incorporate the use of computer databases, along with video analysls. anaþis from the o1d style of l6-millimerer film to videotape and, now, drgital video that can be merged with computer databases. Instead of looking through hours and hours of game films for specific plays or trends, Eayrs and his staff can instantly find specific plays and players, via computer video, for coaches to analyze and present in team meetings. Eayrs has seen the evolution of video In 2001, Eayrs made the jump to the Vikings'division rival, Green Bay, where he took his skills-often referred to created position wlth the Packers, the only publicþ-owned team in the NFL. as the'Viking p6d¿1"-¡6 a newly- Of course, moving from the Vikings to the Packers could have presented a problem for Eayrs and his family-including his son, Brian, who is entering his senior season as a quarterback at Augsburg, and who had spent tìme as a ballboy at the Vikings' training camp as a child. "Brian was the one who encouraged me to go to Green Bay, more than anyone else in our fami1y," Eayrs said. "The move to Green Bay isnt just about me, it involved all five members of our family ... Brian was a very loyal Viking fan a1l the way through, and he had a lot of great memories and relationships with that team. I asked hÌm what he thought, and he said, 'Dad, it's a chance to go o a s. õ L U to 'Titletown,'you'd be a fool not to take it. The winnlngest franchise in the NFL, you'd have to be a fool not to go there.' I thought, 'Well, he's on board'." Eayrs' family has a strong association with Augsburg. He received hls bachelor's degree in social studies and physical educatlon at Augsburg, and his wife, Mary Jo, currently a human resouÍces director at a Twin Cities compan¡ rs graduate of Augsburg Weekend College. a He said he enjoyed the urban setting and diversity at Augsburg, along wrth the opportunities for research and real-world experience. He played football at Augsburg, though he said that he "wasn't even a good player-I wâsn't even an averuge player on the JV team." While at Augsburg, he was able to work as a youth supeffisor and coach for the Minneapolis Park and Recreation Board, and learned a lot from frequent vÍsits he made to watch the Umverstty of Minnesota football team. He eventually eamed his masterb degree at Wisconsin-l¿ Crosse and doctorate at the University of Oregon. He coached and taught at four different colleges in the Midwest before jumping to the NFL. Dott Stoner is sports inJormation coordinator. Fall 2002 Mike Eayrs '72 is regarded as one of the NF[s innovators in merging technical and statistical analysis with advancements in video technology. .4ucs¡uncNow 33 Class Notes 1992 !i () s All the world's their stage q by Lynn Mena John Clifton, Cambridge, Minn., married Ernily Carr in July He received his Master ol Arts in Educatron frorn St. Mary's last year. When Darcey Engen and her husbancl, Luvetne Scifelt, were theatre majors ar Augsburg in the 19BOs, the theatre arts cleparttnenl macle its hotne in a space knor.m as Stage lL Although Engen and Seifert clìcl nol attend Ar-rgsbr.rrg ar the same time, they share a similal fòndness lor the olcl theater'. "lr rvas oliginally the rnr.tsic building, and belore tl-rat, a chtuch," says Engen. "BnL when I rvas a stltdent, lt r,vas oul own little space , and we Lool< care of rt. We rea11y learnecl how to create something out of nothù-rg-how lo tnake a costunle, how to bni1cl a sct, how to c1o lighting, how Lo work with Lhe lìre marshal, hor.v to be a janìtor-we learned cvcr-ything"' says Engen. husband, Luverne Seifert '83, have found personal and profess¡onal success There rvas also another theater on camptls, the Little Theater. "Bul I primarily remember Stage Il," says Seifert. "ll was great because yor't cor-l1d do so rnany things with the space-I can remember being there until five or six in the morning, working through the night. There were no restrictions, since graduating from you could really create r'vith yor-rr imagination." Darcey Engen '88 and her Augsburg's theatre a¡ts pro9ram, Both Engen and Seilert credit Augsburg urth helpug lo shape them into the performers rhey are today "I calne out very well-rounded; it wasn't just abour performing, it r,vas about thts group of peop1e," says Engen. "We were a community and a collaboration, " nu. purh.d each other and rve supported one another-we created art. It tvas incredtbly beneficial Engen's perfonnance experience ir-r Minneapolis lncludes work wrth Theatre de 1a ancl Dudley Rig¡¡s' Brave Nerv Workshop. Thìs past sumrnel she co-wrote -Je¡ne iur-re, ReJ Uye Collaborarion, Augsburg theatre professor Martha Johnson, a two-person procluction with rc ancl perlormecl tn FloatingMothe Since gracluating in 1988, that deals wlth the funny and poignant moÌrrents of being a mother. After receiving her M.FA. in actlng from the University of Wisconsin-Madison, rvhere she specialized in voice ancl rnovement traimng for the stage, Engen was a thealre professor al the University of Kentucky-Lexington, and later a professor at the Uníversity o[ Northern Iowa New York Seifert, who teaches theatre pan time at the University of Mlnlresota-Tw1n CÌties, spent time 1n both up the ancl Califorr-ria after gracluaring lrom Augsburg ln 1983. He first headed to New York, where he soaked Tì'ade Worlc1 of the bottom at the a store Alexander's, at a salesperson worled as and classes, took culture, "The ttlb in Center. "l llved in an old hotel that was cheaper even than the YMCA-it was awful," he chuckles. But ever)'where cockroaches were and there rvater, the shared bathroom was always fillecl with brown, murþ anyr,vhere." never been I had jusr and college, out of it r,vas a gteat experience; I was When he returnecl to Mrnneapolis, he started a theatre company r.vrth a grotlp of [e11ow Augsburg alumni called Franl< Crry Stock Thearer., whÌch operared for several years. He later performed wllh the Red Eye Collaboration, Thåafe, Chilclren's Theatre Co-p^rry, and Theatre c1e la Jeune Lune, lvl-rere he r'vas an arlislic associale for 10 str-rdy clouning in years. Earlier this year, he receivecl a McKnlght Theatre Fellowship, rvith whìch he plans to work. Switzerland and to develop ârtistic together' Althor-rgh Engen ancl Seifert clidn'r meer as students, Angsbr-rrg still played a role it-r bringing then'r at a festival perform lo hired them rvho Parker, Gary faculty, thearre Augsburg's of member a Àet thÃugh They performance he árganized called Summer Srar, an offsÀoot of rhe Renaissance Festival, in Shakopee, Minn. The lwo sons, their with Minneapohs in Northeast live eventually led to marriage tn 1992. Today, Engen and Seiferr Severin, 5, ancl Simon, 4. 993 J. Ernst, St. Paul, married Holly Lee Henderson Ìast December at St. Mark's EpiscoPal Cathedral in Minneapolis. Jin Sun, Chengdu. China. is a trombone teacher, director of the concert band, and dean ol the Sichuan Music Conservator),. He rvas a visiting scholar to Augsbur¡i lrom 1992-'93, and expresses his gratitude to the CoÌlege and its faculty for making it a "wonderful and beneficial" experience. 1 996 Ryan Carlson, Minneapolis, recently earned a B.S. in cornputer science from Augsburg Weekend College in addition to his B.A. in chemistry from Augsburg and an M.S. in chemistry from the UnÍr'ersity ol Minnesota. He is an operations manager at sea8ate. 1997 Kevin Crerand, Peoria, Ariz., is a mortgage broker in Phoenix. He says "the weather is awesome and my golf game is tops." Zach Curtis, MinneapolÍs, is artistic director of Fifty Foot Penguin Theater, which rvas named Best Independent Theater in the Twin Clties 2002 by CitY Pages. The company just completed their fifth season, and next season will be their largest yet. r 998 is an olficer in the Air Force stationed in ltaly. Matt Butler 1997, Engen returned to Ar.rgsburg's theatre arts clepartment-this time as faculty Engen is an assistant is nor'v professor, teachurg several conrses ancl directing one production each year. The theatre cleparlmenl locarecl in Foss Center, r,vith lornhorn-Nelson Theater setving as the main stage. U.S. now The benefit of Augsburg's cLrrÌ'ent rhearer space is that the hlgh artistic qr,rality of the perlortnances is "I design costume and sottnd, paired wirh a polirhed iechnical presentation, inclucling professional lighting, calnplìs Augsburg "There the on prodr.tctions ate Engen. are now a shorvcase for the Coliege," says il-rir-ri. rhat are rruly of professronal cluality-and beyond. It has really been a rvonderful transition." stewardship and parish mrnistr): from Lutheran Theological Seminar¡ in May. He was also awarded a two-month summer ln *. A 1 Matthew 4ucs¡uRc tr¡ow Justin Walkef received a Master o[ Divinity degree, with honors in Fall 2002 - course of study ât the Goethe Institute in Dresden, Germany. 1 River, Minn. Dan Lillquist, Papesville, Minn., received his Master of 999 Amy Covington moved to Fairview Northland Clinic in Elk San Diego, Calif., in April; she works for Academic Press and also writes for several local newspapers. Karen Schachtschneider, Sarasota, Fla., was promoted to senior marketing specialist at SPEEDCOM Wireless Corporation. Shana Wilkinson, Bloomingron, Minn., married Lance Jensen in March. Shana is a teacher at Forest HiÌls Elementary School and is pursuing a graduate degree at the University of St. Thomas; Lance works at Coca Cola, Inc. Physician Assistant Studies degree with a specialization in family medicine from the University of Nebraska Physician Assistant Program. He has worked for the Paynesville Area Health Care System since 2000. Becky teaches elementary special education in Wesley, Iowa; Dean is a sales representative for Syngenta Seeds and he farms with his father. 2001 Erica Bryan joined the stafl of Kinship as an Anoka county coordinator. Kris Froyum married Kristina Weinzierl inJuly. Kris is a project manager at Braun Intertec; Kristina is a senior development engineer at Honeylveìl International. computer programmer/analyst for Wells Fargo in Minneapolis; Nathan is a physician assistant at Fall 2002 and Steve Nelson, ! Minn.-a III Minn.-a Brittany Kay, in daughter, February. She joins older brother, Mitchell. Jennifer (Koehntopp) '93 and Dan Wenzel '93, Lino Lakes, Minn.-a son, Dylan Michael, inJune 2000. Kathleen Blilie '00 and her husband, Eric, Blaine, Shakopee, F Neu, Rogers, son, son, Alijah Ehret, in January. He joins older sister Arianna, 4. Kristin is a music education and band teacher for Minneapolis Public Schools. Minn.-a Andrew Thomas, in May. Kathleen is a contracts specialist at Fairview Hospital. Tahirih (Robinson)'00 and David Jensen '00, Woodhaven, Mich.-a daughter, Morgan Theone, in March. Tahirih is an Rozenia Fuller recently Amy, Edina, Minn.-a the Henry Ford Health System. is a fifth-grade teacher [o¡ Minneapolis Public Schools and is also pursuing graduate studies in special education. Sheri lronside married Nathan Budde '00 in April. SherÍ is a Kristin Joy (Schwerin)'88 Wendy (Hanson)'92 and Mark relocated to New Jersey after being accepted into Princeton University's Master of Divinity Program. She was previously academic advisor with Augsburg's approximately $21 million contract to remain with the NBAIs Los Angeles l-akers in July, staying with the team on which he has earned three straight NBA championship rings. He visited with five other teams during the two weeks that teams could court from Luther Seminary. Before entering the seminary she served as director of continuing education and co-coordinator of strategic planning ât Augsburg. John is director of business development for Exel, an intemational logistics provider, based in the U.K. admissions coordinator at the University of Minnesota. ob/gm resident and David is an intemal medicine resident with TRIO/Student Support Services. Dennice (Sorko-Ram) Gooley, Fridle¡ Minn., received a Master of Arts in Old Têstament degree Mary McKinney, Texas-a son, Jacob Thomas, in April. He joins older brother Zachary,6. Clara Emilie, in May. Cindy is an Mark Keating '91 and his wife, Devean George, Los Angeles, agreed to a four-year, free agents-Minnesota, John Ennen '84 and his wife, Becky Soller, Algona, Iowa, married Dean Bormann inJune. 2000 ,Washington, Chicago, New Jersey, and Utah-and between 12-15 teams had contacted him, but he chose to remain in Los Angeles. Births/Adoptions Fhonda (Davis) Hicks, St. Paul, John Rotter married Marisa Schleis in July. John is a financial at HealthPartners in Bloomington, Minn.; Marisa is a graphic artist at USP Lumber Connectors and a dance instructo¡ at Center Stage Dance in anaþt Montgomery Minn. 2002 Rebecca L. Running, Edina, Minn., received a Master of Arts in Leadership for Mission degree from Luther Seminary in May Marissa Skowronek married Michael Partridge in August. Marissa is a marketing communications specialist for the Minneapolis Consortium of Community Developers; Michael is a programmer/analyst for eBenX, Inc. son, Owen Wade, in February Mark is an âccount executive for EMC; Amy is a décor specialist for SUPERVALU Design Services Group. Lucinda "Cindy" (Wiehle)'92 Jennifer (Crego)'01 and Chad Carls'00, St. Michael, Minn.-a son, Thomas Allon, inJanuary Jennifer is a math teacher for the Osseo School District. and JeffJohnson, Champlin, Minn.-a '.1À: daughter, Will Schroeder '95 and his business partner T.J. Paskach, have become hot sensations with their Nitro Ice Cream company, While chemical engineering Ph.D, students at lowa State University, they invented a way to flash freeze ice cream with liquid nitrogen, creating a creamier-than-most product in seconds. The ice cream got thumbs up from fans and food experts at the Minnesota State Fair this year. Visit <wwwnitroicecream.com>, árre$l.tRc¡tow 35 m Palmer N. Henrickson '37, Oakdale, Minn., died in April; he was 90. Prior to retiring in 1978, he worked for the Standard Conveyer Company in St. Paul. He also taught junior high in Fort Ransom, N.Dak., and worked for the Government Agriculture Program in Lisbon, N.Dak. He was a veleran o[ WWtl, serving in Hawaii and the Philippines. Upon retirement, he and his wife traveled extensively around the U.S.; they took their dream trip to Norwa¡ where at 80, Palmer was able to climb a mountain. He is survived by his wife of 59 years, Nora; three sons; five grandchildren; and a greatgranddaughter. He is preceded in death by his son, Pete¡ Tim. Joe O. Reitan '42,Fargo, N.Dak., died in May; he was 83. He worked as a clerk for the U.S. Postal Service in Minneapolis, and later worked as a salesman for Westem Products in Fargo until his retirement in 1994. He is suwived by his wife, Harriet, two sons, a daughter, and nine grandchildren. Selvin "Sam" E. Sampson'44, Grand Rapids, Minn., died in May; he was 80. He sewed many m Catalog Operations, retiring in l9B9 as general manager. He is survived by his wife, ShirÌey (Odencrans)'5 I ; daughters, Susan, C1'nthia, and Karen; and grandson, Jonathan. Roger E. Glans'52, Coon Rapids, Minn., died inJune; he was 76. He was a retired teacher from Coon Rapids High School. He is survived by his wife, Carol; sons, Christopher and Eric; daughter, Mary; and grandchildren, Erika, Lydia, Carsten, and Connery. Douglas Berg '56, Eurick, Wis., died inJune; he was 70. He taught in the Gale-EurickTiempealeau School District for 20 years, retiring due to illness. He is survived by his wife, Christa; son, Steve; daughter, Monika; and granddaughter, Jordan. Shirley (Lundborg) Reistad '58, Circle Pines, Minn., died in June; she was 65. She was a nurse at Abbott Northwestern Hospital. She is survived by her husband, Harold '56; sons, Jim and Steven; and grandsons, Joshua, Nicholas, and Matthew. until his retirement in 1980. In 1987, he was elected Grand Rapids Township supervisor and served six years. A WWII veteran, he served in the 82nd Airbome taught high school in Cokato, Minn., from 1958-'60. He is survived by his wife, Darlene. He is preceded in death by twin sons, Infantry in Sicil¡ ltal¡ and in southern France. He was awarded the Purple Heart for his wounds and also was awarded the Silver Star for gallantry during the Rome Campaign. He is preceded in death by his wife, Billie Jean. He is survived by three sons, Bruce, Ra¡ and Donald; seven grandchildren; and six greatgrandchildren. Glen and Gary Donald R. Erickson '50, New Brighton, Minn., died in March; he was 74. He was a 43-year employee o[ Sears Roebuck 36 ,4UCSSURC itOW Martha Batalden, Lebanon, N.H., died inJuly. She was a nationâl leader of Lutheran church women and among intemational missionaries. Martha and the entire Batalden famiÌy have touched the lives of many within the Augsburg communit¡ in part through their establishment of the Batalden Ethics Endowment Fund. Her inspiration and life will forever touch the Augsburg community. She is survived by her husband, Abner'35; her two sons, Paul'63 (LaVonne Olson'63), and Stephen '67 (Sandra); grandchildren; and many others. The Rev. Curtis C. Peter, Isanti, Minn., died in June following a valiant battle with cancer; he was 64. His life served as a testament to human strength, courage, and deep compassion. He served l0 years as church relations director at Augsburg, ìeaving in 1997; he returned to parish ministry at St. Phillips Lutheran Church in Fridley, and Ìater accepted a perrnanent call at Faith Lutheran Church in Isanti, Minn. He concluded 32 years of formal ministry when he preached at Faith Lutheran's Con[irmation service on May 4. "Curt was a faithful, gentle person in our midst," said Augsburg Pastor Dave Wold. "Perhaps the best description of Curt is that he was a sweet guy, and always looked for the good in every person." He is survived by his wife of 4I years, LaVerne; fou¡ children, Eric, Rachel, Aaron, and Seth; a grandson, Adam; and many others. The Rev. Waldo Pierson'62, Mesa, Ariz., died in May; he was 75. Over the years, he served congregations in Minnesota, North Dakota, Nebraska, Pennsylvania, and Wisconsin. He years as a teaching principal in Effie, Minn., and at Squaw Lake, and finally taught social studies at the Grand Rapids Middle School software technical consuitant at SAP America, Inc. In memoriam, his family established the Loren Manuel Schottenstein Scholarship Fund to heìp deserving students and to honor Loren, by paying tribute to his hard work and to the receptive and encouraging academic environment at Augsburg that helped Loren to succeed despite his learning differences. He is survived by his mother, Rosalyn Kirkel; father, Morris Schottenstein; and sister, Liann Walborsky. Loren Manuel Schottenstein '92, Minneapolis, died unexpectedly inJanuary 2000; he was 30. As a student at Augsburg, he became chair of the College Republicans, treasurer of the Marketing Association, and was a student assistant in the audiovisual department. He was also the site manager of the lntemational Special Olyrnpics and a member of the Minnesota Nationaì Guard. Prior to his death, he worked as â computer Fall 2OO2 ) ¡a tt o It Music Nov. 25 Sept. 26-OcL. 25 For more inJormation on any of these eyents (unless othenuise noted), call 612-330-1265 Chamber Music Recital 8 p.m.-Sateren Auditorium "G¡fts to Augsburg College: Selections from the Captain Gerald L. Johnson Sepr. 27 September 1 1 Commemorative Concert p.m.-Hoversten Chapel B Collection" Dec. 6-7 New art gallery, Christensen Center Advent Vespers Nov B-Dec. Dec. Oct. 13 Gospel Praise Concert 9 a.m.-St. John's Lutheran Church Howard Lake, Minn. Oct.22 Augsburg Riverside Singers and Men's Chorus Concert 7:30 p.m.-Hoversten Chapel Ocr. 27 O. Nicholas Raths Faculty Guitar Recital 3 p.m.-Sateren AudÍtorium Nov. 3 The Masterworks Chorale Concert 4 p.m.-Wayzata CommunÌty Church Wayzata, Minn. Nov. 10 Gospel Praise Concert 9 a.m.-Emmanuel Lutheran Church Almelund, Minn. 6-5 and 8 p.m. Dec.7-5 and I p.m. Central Lutheran Church, Minneapolis For information, call 612-330-1265 Augsburg Jazz Ensemble Concert 4 p.m.-Hoversten Chapel Nov. 18 Augsburg Chamber Orchestra Concert 7 30 p.m.-Sateren Auditorium Dec. 13-11 For tlcket information, call 612-330-1I59 Seminars, Lectures, and Films or l-800-299-8889 F or 15th Annual Benefit Concert and Silent Auction, Center for Global Education 7 p.m.-Hoversten Chapel Theatre For tichet information, call 612-330-1257 l\ov. 1-10 Macbeth by WÌlliam Shakespeare; director, Julie Bolton Performances: Nov l, 2,7 , 8, 9 at 7 p.m.; Nov. 3 and l0 at 2 p.m. Tjornhom-Nelson Theater, Foss Center Augsburg Concert Band Concert 3 p.m.-Central Lutheran Church Minneapolis information, call Oct. Nov l0-l : l0 p.m.-ljornhom-Nelson Julie Bolton, director; Michael Burden, setlighting designer, Sandra Schulte, costume designer Nov. 6 Drama Day for high school students For informaiion, call Darcey Engen, 612-330-r549 -11 B0 B "One Makes the Difference" Julia Butterfly Hill, writer, poet, activist 7:30 p.m.-Convocation, Hoversten Artistic Conceptsr Macbeth : -330 2002 Christensen Symposium "How Christian Faith Can Sustain the Life of the Mind" Richard T. Hughes, Pepperdine University For information, call 612-330-1 180 Chapel 12 612 Sept. 23-24 Nov. 4 : Nov. 24 "Out of the Woods," by Alis Olsen Opening reception: Nov 8, 6-9p.m. The Gage Family Art Gallery, Llndell Library Theater, Foss Center Nov. LT 18 11 "lslam and Christianity: Religious Resources for Living with Differences" Mark Swanson, Luther Seminary Amin Kader, Augsburg College I 0 a.m.-Convocation, Hoversten Chapel Other Events Sept. 25-29 Homecoming: Many Gifts, One Spirit Exhibits For gallery int'ormatiott, call 612-330-1524 Sept. 13-OclZA "21st Century Tiles: From Earth to Fire" National Juried Tile Exhibition Opening reception: Sept. 20, 6-9 p.m. The Gage Family Art Gallery Lindell Library Dec. 6 Velkommen Jul 10: 15 a.m.-Hoversten Chapel I I a.m.-2 p.m.-Christensen Center, featuring Scandinavian treats and gifts Send us your news and photos! Maiden name Full name Class year or last year attended Street address Please tell us about the news in your life, your new job, move, marriage, and births. Don't lorget to send photos! For news o[ a death, written notice is required, e.g. an obltuary luneral notice, or program from memorial service. a Send your news items, photos, or change of address by maÌl to: Augsburg Now Class Notes, Augsburg College, CB 146, 2211 Riverside Ave., Minneapolis, City ls ! Yes n No E-mail Home telephone Employer ls spouse also a Spouse name zip State this a new address? College? n okayto publish your e-mail address? Work telephone Position graduate of Augsburg ! Yes n No lf yes, class year_ Maiden name Your news: MN, 55454, or e-mail to <alumni@augsburg. edu>. ,4ucsn-unc COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 Non-Profit Org. U.S. Postage PAID Minneapolis, MN Permit No.2031
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Title: Augsburg Now Summer 2002
Collection: Alumni Magazine Collection
Search Result: \ i}* *fr" " 4tr- t * ,{rË. $ j-Þ- o ri tn Celebrating great achievement rFhe solash olcolor on Lhis cover I uiuiåty displays the pomp and clrcumstance of Commencement-this year alI the more glorious under beautiful spring sunshine with trees in a late bloom from the cold early...
Show more \ i}* *fr" " 4tr- t * ,{rË. $ j-Þ- o ri tn Celebrating great achievement rFhe solash olcolor on Lhis cover I uiuiåty displays the pomp and clrcumstance of Commencement-this year alI the more glorious under beautiful spring sunshine with trees in a late bloom from the cold early spring. May celebrations on campus are all about achievement (yes, some senior celebrating may stretch those parameters). Foremost, we celebrate the years of hard work and achievement of the new graduates who are receiving degrees. For many of Augsburg's Weekend College graduates, that achievement comes at a steep price paid in time spent away from families on weekends, in a schedule that included Augsburg community-faculty and staff-who celebrate the achievements of long careers at the College. The retiring professorial class of 2002 includes three men whose vision and energy during the 1970s and'BOs helped to build the campus facilities and programs that enable Augsburg to be a welcoming place today to all students. Their legacies enable students who were limited i.n educational choices to achieve an Augsburg education, especially students with physical and learning disabilities, and students in recovery from substance abuse. Lìke the saying, "Tomorrow is the first day of the rest of your life," Commencement Day (as it-s name denotes) seems to focus on the beginnÌng of a new stage in one's 1ife. I suggest we linger for just a moment to offer congratulations on today's great achievemenl belore moving on. Ww Betsey Norgard Editor o a s. hs q full-time work plus extra-time study. Sometimes the greatest reward for them may not be a diploma, but the achievement of selfconfidence and realization that a college degree truly is possible. We also join with those members of the We welcome your letters! write to: Please Editor AugsburgNow 22ll Riverside Ave., CB 145 Minneapolis, MN 55454 E-mail: now@augsburg.edu Fax: 612-330-1780 Phone: 612-330-1 181 Letters for publication must be signed and include your name, class year, and daytime telephone number. They may be edited for As part of their European concert tour in May, the Augsburg Choir performed at the Temppeliaukio Church (known as the "Rock Church") in Helsinki, Finland. The church is carved into a granite hill and covered with a concave copper roof. On their two-week tourl the choir performed at four cities in Finland, two in Estonia, and in St. Petersburg, Russia. length, clarity, and style. ) AI¿GSBLJRG Now Augsburg Now is published quarterþ by Augsburg College, Vol. 64, No.4 Summer 2002 22I1 Riverside Ave., Minneapolis, Minnesota 55454. Betsey Norgard Features Editor Lynn Mena Assistant Editor Kathy Rumpza Graphic Designer Jess¡ca Brown 6 11 Bridging East and West: A music teaching career Shaped by the faith and values of the Christian church ...' by Betsey Norgard Class Notes Coordinator ' ... Stephen Geffre Contributing Photographer William V. Frame President 7 Making Augsburg accessible: The legacy of three professors Dan Jorgensen Director of Public Relations and Communication 16 weekend College 16 cn¡t"nges, rewards, and an A for my daughter by Sue Kneen by Betsey Norgard 18 Opinions expressed in Augsburg Now do not necessarily reflect nringing their experience to class official College policy. by Joan Thompson ISSN 1058-t545 ffi Postmaster: Send conespondence, name changes, and address corrections to Augsburg N ow, Office of Public Relations and Communication, 221 I Riverside Ave., Minneapolis, MN 55454. þ'q* athletic andlor school ailministere il p ro gr ams, e xcept in those instances where rcligion is a bona Jide occupational qualif icøtion. Au gsbur g C olle ge is committed to provüling r e as onable acc ommo dations to its employees and its students. www.augsburg.edu f4 S".orrd Annual International Photo Contest 21 Commencement 2oo2 ,-.,^ Fax:612-330-1780 Augsburg College, as aJfirmeil stgn language interpreter makes the grade by Deanna Constans wÐ E-mail: now@augsburg.edu Telephone: 612-330-I l8I in its mission, does not iliscriminate oi the basis ol race, c'olor, creeil, religion, national or ethnic origin, age, getder, sexual orientation, marital status, status with regard to public assista:nce, or disability in its education p olici e s, admissions p olicie s, s cholar ship anil lo an pr o gr ams, 20 Departments t? 2 4 25 26 32 inside back cover Around the Quad ¡ 9 *l r n Sports Alumni News u Class Notes Auggie Thoughts Homecoming Preview On the cover: Augsbur g f aculty, lining b o th si d e s street,honor and cheer on the graduates as they process to the oJ the Commencement ceremony. Photo 50 percent recycled paper (10 percent post-consumer waste) by Stephen" GeJfre. l I - O I o Mary Laurel True is honored for commitment to service-learning È ¡ a tt O ! M :üiJ:il *î:.ï:ïi::: *::i:' and Learning and director of the Community Service-Learning Program was honored by Minnesota Campus Compact in April as a 2002 recipient of the Sister Pat Kowalski Leadership Award. The award is given io honor her commitment to building communitycampus partnerships locusing on servicelearning and civic engagement, and for success in creating the institutional change to build them. Augsburg's Community Service- Learning Program, embedding service experiences into the curriculum, serves a national model. Activities include as courses with service-learn i ng components; a city service projects day for all freshmen; tutoring children and adults in schools, literacy centers, and neighborhood organizations ; community service scholarships, an annual O community servlce week; and a student-run program that organizes events on ca1Ìlpus for neÌghborhood children and projects for s. students. (See story in Augsburg Now, summer 2001 issue, or online at <www. au gsburg. edu/now>). Minnesota Campus Compact is a coalÌtion of 50 colleges and university presidents committed to strategic partnerships that Mary Laurel True, director of community-service learning, strengthen communities holds up lhe Augsburg /llow, summer 2001 issue, that and education for contained an article on Augsburg's program. She was informed and active recently honored as a 2002 recipient of the Sister Pat Kowalski award, citizenship. This award is named for Pat Kowalski, O.S.M., who served as years and is co-sponsored by the director of community partnerships at the Minnesota Private College Council, University of St. Thomas from 1992 until Minnesota State Colleges and Universities, her death in 1999. lt is given every two and the University o[ Minnesota. Physician ass¡stant students win national writing COmpgtitiOn Aussburs News service I aura Carìson, Larry Nilsson, and Paul LTala.ico, stuáents ín the Physician Assistant Program, co-authored the winning paper in the J. Peter Nyquist Student Writing Competition, a national student physician assislanl, competiLion. The paper titled "Polypharmacy: A Prominent Yet Preventable Geriatric Problem," began as a collaborative writing assignment for a class, and after a little "tweaking" the students submitted it to the national coniest where it received first place among the nearly 70 submissions from across the nation. The paper discussed how poþharmacy, the use of many medications, is a problem in geriatric medicine. They also sited examples in which adverse effects have resulted from 2 ,4UGSBURG NOW using too many medicines. The purpose of the paper was to increase awareness of the importance to reevaluate a patient's profile before prescribing more medication. "ltb nice when one's hard work is recognized, and fun to collaborate on a paper with fl t a M m s. hs' FI æ¡ E classmates," Talarico said. "lt is even more rewarding to be recognized for our team effort. l'm proud to represent Augsburg College and its PA Program." (L to R) Larry Nilsson, Paul Talarico, and Laura Carlson won the top award in a national student physician assistant writing competition with a paper discussing use of multiple medications for older people. The students received cash prlzes and funding to attend the American Academy of Physician Assistants semiannual meeting in Boston in May, where they presented their winning research project. Al1 three students will graduate in August. Summer 2002 I Augsburg Fund tops 5I50,OOO record goal ooi:.rìns Aili:i:îï:äliJ' DIALING Fund Augsburg Fund gifts for the year ending on May 31 came to $801,341, a 33 percent increase 2002 PA o[ the Year, at their spring conference. The academy cited Ludwig for her accomplishments in building Augsburg's PA Program, for her continued clinical practice, for her volunteer efforts in church and communit¡ and for the balance she is able to maintain with family life. Augsburg's PA Program is graduating degree. gave nearly half of these gifts, increasing Nursing program accredited their percentage of participation over last year's 15 percent. Part of this year's EIIa Howell (left), assistant director of The Augsburg Fund, and growth can be Donna McLean (right), d¡rectoí give a thumbs up to the Phonathon successes and donor support that raised the annual attributed to the fund to record levels this fiscal year. success of the new Maroon 6¡ Silver "It is difficult to fully express our Society donors who pledge a four-year gratitude to the thousands of people who commitment at a leadership levei. participated Ìn The Augsburg Fund this Approximately $350,000 has been given Achieving year. this goal during such a by the 150 charter members. Also to be for difficult year our nation shows the credited is the student Phonathon team, strong commitment so many people have who raised $134,000 in gifts and to Augsburg and its mission," said John matching gifts. Knight, director of development. Student harpist Emily Gerard rece¡ves Hognander Award lmily Gerard, Lof Esko, Minn., Ìs the 2002-03 recipient of the Hognander Award, the College's most prestigious music award. Gerard, a junior majoring in 2OO2 o its sixth class in August. All five classes to date have achieved a 100 percent pass rate on the national certification exam. In fall 2001, the PA Program became a graduate program leading to a master of science over last year. Alumni Summer Dawn Ludwig is PA of the Year Physician Assistant Program director Dawn Ludwig was honored by the Minnesota Academy o[ Physician Assistants as the s. $750,000 goal for fiscal year 2002-the hÌghest goal ever set for The Augsburg Emily Gerard '03 Nn¡Etlilolr-Ililt music, studies harp with Minnesota Orchestra principal harpist Kathy Kienzle and plays in the Augsburg Concert Band. The Orville C. and Gertrude O. Hognander Family Fund was established to recognize exceptional music performance and achievement. The scholarship is based on merit, specifically to provicle encouragement to outstanding music students. Requirements include a résumé, essay, and an audition of two musical selections. Augsburg's Master o[ Arts in Nursing Program had received initial accreditation by the Commission on Collegiate Nursing Education (CCNE). A site visit was made in November 2001, with final accreditation granted in May. Fourth Fulbright group grant received Augsburg received $55,000 fo¡ a Fulbright-Hays Group Projects Abroad Program for 12 faculty members to study at the Center for Global Education's Namibia site, July I to August 5. "The purpose of this study trip is to creâte a core of people lon campusl who will have a common African experience to heighten u*ur.r,ess of African issues on campus," said Professor Bruce Reichenbach, project coordinator. While in Africa, the team will study cultural issues, visit urban and rural centers, and meet with people and leaders in all segments of society Augsburg joins The Princeton Review Augsburg has been chosen for inclusion in The Pnnceton Revíew\ best colleges publication and Web site. Especially popular among high school students, these guides include a "Students Say" section that comments on all aspects o[ campus life. Student comments about Augsburg will be compiled f¡om a survey ¡hat The Princeton R¿vi¿w encourages students to complete, which includes academics, campus life, and the student body. ,Aucsnunc ¡¡ow 3 2O0f -O2 Athletic year in revievlr All-MIAC honors; three All-MiAC second-team honors; I7 AII-MIAC honorable mention team honors; three AllRegion honors; and an All-Region honorable mention highlighted Auggie athletÌcs this year. lifteen I o,Donsroner stands at 53-58 in his 1l-season career. The 53 wins are the second-most ever for an Augsburg coach, only Edor Nelson's 58 wins are grealer. s a Ë ts Senior Matt Chappuis eamed the Stam Award, given to the outstanding lineman in the MIAC on a vote of conference coaches. Wrestling Augsburg won its third straight NCAA Division III national championship and eighth in the last L2 years, both NCAA Division III records. Under head coach Jeff Swenson, the Auggies finished wirh a 16-0 dual-meer record, extending its consecutive match winning streak to 24.The Auggies won the Division lll Volleyball Augsburg's volleyball team continued to improve despite a schedule that included eight matches against teams invited to the 2000 or 2001 NCAA Division III national playoffs. The team, whÌch had only two seniors, finished 12-tB overali and 4-7 in MIAC play national tournament by six poi.nts over Upper lowa and Wartburg. Men's soccer Augsburg has had 7l NWCA Scholar All-Americans since 1983. In the five seasons the National Wrestling Coaches Associatlon Augsburg's men's soccer team continued [o show improvement under third-year head coach Mike Navarre. The Auggies finished with a 5-11-1 overall record, matching last has sponsored a DMsÌon III academic national team championship, the Auggies have finished in the top four every year. year's win total. All but four of the team's 26 goals were scored Chrissy Baune crosses the finish line during an Augsburg track and field meet. Men's/Women's track and field Senior Chrissy Baune earned a berth in the NCAA Division III national championships by freshmen or sophomores. for the first time in her career, qualifying Men's hockey Augsburg finished third in the M[AC, with a l0-5-l mark (14-9-3 overall). More than half of this year's team \Mere freshmen or sophomores, with just eight seniors. alter winning the MIAC title in the women's 3,000-meter steeplechase. Augsburg's men finished ninth and the women llth in the MIAC. Men's golf Women's hockey Augsburg finished one point sþ of qualifying for the postseason playoffs, with a 9-13-2 overall record (8-9-1 MIAC). Augsburg won seven of its final 12 games with more than half of the team either freshmen or sophomores. Freshman Lauren Chezick was named to the MIAC All-Rookie Tèam. Matt Chappuis (right) is about to sack the St, Olaf quarterback during an Augsburg win. Men's/Women's cross country Augsburg's men's squad recorded its best finish ever in the NCAA Division Football Augsburg's football team finished the 2001 campaign with a 4-5 mark in the rugged MIAC, which sent t\Mo teams to the NCAA Division III national playoffs. Head coach Jack Osberg earned his 50th career coaching victor¡ and now 4 ,+UGSBURG Now lil Central Regional, placing l2th in the 22-team event. All six runners placed in the top 106 in the 154-runner race. Augsburg's women's squad recorded its best finish since 1996 with a 16th-place finish in the 22-team meer. In the MIAC meet, the men placed seventh while the Auggre women were lOth. Augsburg finished the fall half of the men's golf season with a fourth-place finish at the very competitive MIAC championships, continuing a string of finishing in the top four in the league meet every year since 1994. Woment golf With just four golfers in the fal1 and six in the spring, Augsburg finished ninth as a tearlrr at the MIAC championships, led by junior JanellJohnson, who eamed Most Improved GoÌfer from coaches in the Minnesota Womenb Collegrate Golf Association. For the most complete informatlon on Augsburg Auggie athletics, visit <www au gsburg. edu/athletics>. Don Stoner is sports information coordinator. Summer 2002 I Nine students earn top athletic awards Conference Honor Roll honors three times, Verizon Academic All-District honors twlce and Verizon Academic All- N;ï,::î:;:iî11:iin",äiïî::l"' year, voted by coaches in Augsburg's men's and women's athletic departrnents. Four AuggÌes earned Honor Athlete designation, the highest honor the College gives its senior student-athletes-female athlete Kristi Brusletto and male athletes Tony Abbott, Brent Peroutka, and Kevin Brent Peroutka starter on the defensive physics-A two-time All-American in wrestling, Rasmussen education double All-American in wrestling, Abbott won the NCAA Division lll national championship Tony Abbott at 165 pounds this season, after finishing fourth in 2001. He won MIAC Ìndividual titles twice and was a part of three consecutive national championship teams. With a 3.309 GPA, he earned NWCA Scholar All-American honors twi.ce. Ifuisti Brusletto, psychology-A four- e yeâr starter on defense in women's hockey with a 3.2 GPA, Brusletto earnecl Al1MIAC honors her \:t junior season and allKristi Brusletto conference honorable mentlon honors her senior year, and was a part of hockcy terms that Iwice won MIAC titles Brent Peroutka, busÌness finance-A fouryear starter in the defenslve backfield in football, Peroutka earned AÌI-MIAC second-team honors his sophomore, junior, and senior seasons. With a 3.780 GPA, Peroutka earned MIAC Academic Al1- and physical education-A four-year Earning Augsburg Senior Athlete of the Year honors were male athletes Darin Bertram, Matt Chappuis, and Nick Slack; and female athletes Chrissy Baune and major-A two-time Matt Chappuis, health 200 1. Rasmussen. 2OO1-02 Honor Athletes Tony Abbott, communication and winnÌng the national trtle his junror year. He was one of 10 wrestlers ever to win four MIAC individual championships. American honors in Kevin Rasmussen, Rachael Ekholm. placed fifth in the nation at 197 pounds this season, after linishing sixth Kevin Rasmussen nationaliy the year before. He won the MIAC title his senior season. With a 3.526 GPA, he earned MIAC Academic All-Conference Honor Roll honors twice and NWCA Scholar AllAmerican honors twice. 2OO1-02 Senior Athletes line in football, Chappuis earned AllMIAC honors three times, eaming secondMatt Chappuis team honors his sophomore year and first-team honors his junior and senior seasons. ln 2001, he earned Football Gazette All-Region first-team honors, and was voted by MIAC coaches as winner of the Mike Stam Award, given to the or-rtstanding lineman in the M[AC. Rachael Ekholm, physical education-A four-year starter in softbali and three-year of the Year Chrissy Baune, business management-A leader on the Auggie track and field and cross country teams, Baune earned All- MIAC honors 16 times in her career, three times in cross country and 13 times in track. She qualified for the NCAA Division III track and fleld national championships in the women's 3,000Chrissy Baune letterwinner in basketball, Ekholm was a significant part of the record books in Rachael Ekholm both sports. Ekholm holds school records for career and singleseason strikeouts, and she hold most of the power-hitting school records. In basketball, she holds the single-game and singleseason records for three-pointers. In her sophomore and senior seasons she earned All-Region honors. Nick Slack, marketing-One of the meter steeplechase. top upperweight wrestlers in school history, Slack earned All-American honors three times in his Darin Bertram, health and physical I t) byDonstoner education-One of the most dominant llghtweight wrestlers in school history Bertram earned A1lAmerÌcan honors three Dar¡n Bertram times in his career, finishrng second in the NCAA Division III national championships ar, I25 pounds his lreshman and sophomore seasons and Nick SIack career, finishing second in the NCAA lli national champlonships aL I74 pounds his junior and senior seasons, while winning the national title with a 3l-0 record in 2000. He was one of 10 wrestlers ever to win four MIAC lndividual championships. Division Don Stoner is sports information coordinator. Sunrmer 2002 ,4ucssunc f{ow 5 mffiXffiffiKruffi ffiA$f altd kVK$T: Å mltl$;t T,nAtl{lÍ,{ffi ffiÅnnfm by Betsey Norgard Robert Karlén's 43 years at Ar-rgsburg inclucle teaching and research spanning the globe lrom Scandlnavia to Greece ancl Tùrkey and China. As he retires from the College, he leaves a legacy that includes close conneclions to a Chinese conservatory of music and its faculty, an archive of original music from Scandinavia, and influences from these experiences that impacted the education of many, many music students he has taLlght. Over a decade's time, Karlén taught four semesters at the Sichuan Conservatory of Music in Chengdu, China, initiated by an invitation from the United Board of Christlan Higher Education in Asia. What he lound there was a dearth of Western music-resulting from the purges of Mao's collect scorcs, and lcarn, Augsburg then became a logical recipient of a r-rniqr-re collection oI Scandinavian music scores, recorclings, and books that has recently been È! u ù caralogr"red in Lindell Library. (See Augsburg Now, spring 2000 story.) Karlén came to Augsburg in 1959, initrally through a commission for incidental music for a play, Christ in the Concrete City, directed by theatre arts professor Ailene Cole. He was attrâcted to Augsburg by music chair Leland Sateren, and chuckles Cultural Revolution-and during his in recalling the early days teaching sojourns there was able to rewhen they sharecl an office and ìntroduce music of the classics and his between the two of them own to the Chinese students. tatrght almost all thc mLrsic On one trip Karlén arranged for a vlsit students. In lact, cnn-ent music ofAugsburg Concert Band director Robert department chair Bob Stacke, Stacke to join Karlén as a guest concluctor. as well as faculty members This led to a yearlong residency at Merilee Klemp, Peter Augsburg by the conservatory's band Hendrickson, Gabe Gabrielsen, director. Sun Jin. Upon returning to and Tiudl Anderson all studied China, Sun started a non-milrtary with Karlén cluring their Robert Karlén's legacy at Augsburg includes music community band in Chengdu. student days at Augsburg. influences from his teaching experiences in Europe and Asia. Karlénb career at Augsburg has also Karlén comments on the Among his honors and commÌssions, includecl exploration of Nordic music. As openness for collaboration and Karlén created a composition, For the Birds, an American Scandinavian Foundation experimentation as one of the most basecl on the play by Aristophanes, for the Felloq he spent a year visiting the five rewarding aspects of his career hereopening concert of the Ordway Center for Nordic countries to meet composers, something not as possible at larger, the Performing Arts performance-based music Karlén looks lorward to retirement as programs where each faculty a time to complete some unfinished member is a specialist. projects. One is a musical composition An early pro¡ect brought that was requested by the Havana Clarinet Karlén and art professor Phil Quintet, a grorlp whom he happened to Augsburg honors and celebrates four Thompson together for a meet when they perlormed in China. faculty and staff who retire in 2002: series of six TV programs Karlén would most enjoy a trip to Cuba describing similarities in for a premiere ol this composition. visual arts and music. For A scholarship honoring Robelt Karlén another, Karlén collaborated Vern Bloom, social work-37 years was established by his friencls, family, and with English professor John alumni in recognition of his musical Norman Holen, art-38 years Mitchell on a unique short nccomplishnrents and long service to film where each frame was Robert Karlén, music-43 years Augsburg. I hand-etched by Mitchell and Don Warren, StepUP Program-24 years for which Karlén created an elecl ronic t¡ttsrc st ore. 6 ,4UGSBURG NoW Summer 2OO2 ¡ r [/lAl( NG AUGSBIJRG ACCISSIBLI TllE LEûACY OT TllREE PROFESSORS by Betsey Norgard Augsburg has long been recognized as a leader in providing support for students with physical disabilities.In 1971, before federal legislation mandated access, Augsburg began making its campus accessible to everyone. By 1978, which was the implementation deadline for Secrion 504 of the 1973 RehabiÌitation Act, Augsburg aiready had more than a dozen physicallydisabled students living and studying on campus, and had a college and community task force on track with plans to make the campus fully accessible by mid-1980. Augsburg's programs are significant because they began not solely as selvice programs but as an aspect of "co-leaming." In 1969 social work adjunct professor Cal Appleby took his Crime and Community class to visit Stillwater prison. Appleby then Vern Bloom suggested that the class meet there regularly today-the combination of leaming and and arranged to include not only Augsburg students, but Stillwater inmates, and-to satisfy the apprehensions of correctional officials-prison guards. With this succeeding, Appleby then took his Introduction to Social Work class to meet at Tievilla of Robbinsdale, a home for severely physically-disabled adults. In a paper written by Professor Vem Bloom on the growth of programs like these during the 1970s and'80s, Bloom quotes Appleby, "lt was quite an experience for everyone, including myself. We not only studied social work principles and concepts from books, we now had a rich environment in which to leam from each other. And we did!" This concept is the heart and hallmark of Augsburg's education experience. Don Warren Students from these diverse populations then came to Augsburg and found a welcoming community By the late 1990s, Augsburg was aiready serving over 200 students with physical, learning, and emotional disabilities. The end of this academic year marks the retirement of three longtime professors and staff who played key roles in developing these early programs and access for students with few other educational opportunities, especially students with physical disabilities. These faculty members also led the way in recognizing needs of other student populations, including those with learning disabilities and, most recently, students in recovery from alcohol and drug abuse. Norm Holen Photos by Stephen Geffre Summer 2OO2 4ucsnunc ruow 7 V[|l[I HLÜOU]: F0lJ1ìl0ATl0il ln I971, rvhen Augsbulg reccivecl a srate grånt to cìevelop the prison lealnir-rg l)rograrll, social n,ork plolessol Vern Bkron-r bccame cllrectol of Consen'ation o[ Humar-r Rt'Sor il cr': (CH R). t hc .:rrrI pr rs ()l lltltIt:rti( ìlr that ach-r"rir.ristelecl the prrtgraÌn. Soon its classes expanclecl to inclucle other populations u,ith little access to an erlLrtnrrtrn -nrcrrrrll¡ ill Prlicrrts ilì statc institutions, the elcletly., and resrcler"rts in other state lacilities. ''The it-rtelesting thing is that every place n'e \\¡ent," Bloom continues, "everyone in charge-allnost all n,ith r.aryrng degrees ol intensitl'-saÌcì that it n,ouldn't u'ork and tl.rat the;, clicln't think tl-reir people 1i'onlcl l¡e very,goocl students. Ancl it'uvasn't tn¡e. Man;' u'e re just '"i onclerfi-rl stuclents." CHR received no clirect lunds ftorn tl're College, ancl its classes u,ere kept alive ìt1, Augsbr-rrg students u'ho held fi-u'rdraisers. ln 1973, registration fol the classes u'as extenclecl to the ACTC schools (Hamline, lvlacalester, St. Tl-ror-nas, St. Catirerine). In 1975, Augsburg teceivecl a granr from the Minnesota Departmer.rt ol Vocational Rehabilitation ro pror.icle oncamplls eclucatlon [or clisablecl students, n-ran1' of lvhom \\¡ere ahead;' stud;'i1g q'Lth Augsburg stuclents ar-rcl facult;r It r,i'as the determination ol these stuclents lor a chance at a college eciucation that helpecl u.in rhe sLlpport of PresiclenL Oscar Anclerson ancl the College communill,, Bloom recalls. "lt u'as a goocl idea, but it createcl a mess, because nobocll, kneu, u4rat to clcr u,ith lthe stuclents] rvl.ren rhey gor here ." The barriers \\¡ere nor only'pl.r1'sical; Bloor.n relates hor,r, tl're stucler-rts organizecl "Disability \\¡eel<" in lall 1975 u'irh u.rsenice trair-ring sessior-rs and the encolrragenlent ol everl,gne to "aclopt" a disabihq' lol a clayi "Tl.re message to us \\'as clear. Lile is clifficult-bur clon'r rnake ir an1. u'orse b;' ignoring or feeli.g so'1' for us," u,rites 8 Bloor.r.r. ,+UGSBURG NoW The efforts in the 1970s of social work professor Vern Bloom and others helped Augsburg create a barrier-free campus to welcome students with physical disabilities. Another large obstacle for rhe disabled students rvas lack ol afforclable transportation to and fion] campus. Solution to tl-ris problem câtre ir-r the petson ol \Va¡rre 'lrlo" l\loldelrhalre¡'. a plisorr innrarc uùo stucliecl in the initial classes ar Stillwater Prison. Upor-r I'ris release, Bloom hirecl him as a clriver, and cliscor,erecl a tremendous commitment ancl energl' for helping Augsburg build its prograrn. ln 197ó, Molclenhauer becarne the director ol the Center lor Non-ti-aditional Students (CENTS). an ACTC eonsortiunì prograln tL) take over the sen'rces lor CHR, but not the acadenric classes. B¡ rlris tirne. 75 percent ol disablecì srudents supported b1, CENTS u'ere choosing to attend Augsburg. The transportation program thar N,loldenhaue¡ created sened as a training r.r-roclel lor the Metlc.r N4obility prograrn later tleri lopcrl b¡ ltlerro Tlansjr. Bloom n'as also part ol the task lorce establishecl b1' President Oscar Anderson ir-r 1976 rl'ith cormrr:nity ancl student leaders to cleterr.nrne the feasibility, o[ campus accessÌbilit)' to llersons r,i.iLh dÌsabilities. A r.r.rajor funchaising eflorr u.ould be requirecl [() tùtn(r\'('art llitcet rilnl l'rrr.l icrs on cltììpus. ln 1977, with rhe help ol a film, Mahing n Wny, proclucecl by English prolessor Jo}rn Mitchell, Anderson recmlted several facult;, and stafl r.nenbers, including Bloom, ¡o visit Lutheran congregations lor fundraisrng. Tl"re campaign r,r'orkecl, ancl or,er $750,000 rvas raised lo help construct tunnels, rau-tps, sk;r,r'a1,s, and oulfit the campr-rs lor clisabled studer-its. B),the time federal legislation requirecl accessibillt;' at al1 instltutions, Ar-rgsburg ri as aìread;, uncleru'ay with reno'ation. At that time, there was not one pnr,ate college in Minnesota that rvas barrier-hee. In 1979. Augsburg created a special prograrn lor sen-rng students u'ith clisabilities that took over the role thar CHR had plal'ecl. Ar,rgsburg coniinued to oller classes ser,eral academic disciplines of[ ir-r canpus-at Trevilla, Shakopee rvomen's prison, ancl Stillrvater. Bloom continued to teach in correciional institutions; althor-rgh begir.rning in the earll, 1980s, classes \\,ere restrictecl to prison inr-nates ancl guards, excludir.rg Arrgsburg stuclents rluc tr, sccu|lt) consicleratior-rs. To read Bloom's recollectior-rs about the cleveloprnent ol Ar,rgsburgs progrâms, llo ro <n'u.mangsbur g.eclu/nori'>. Summer 2OO2 I I I Ìln 1978, when he came to Augsburg to interview for the half-time position of academic enrichment director, Don Warren was impressed that the campus abeady had ramps for people with physical disabilities. He was also impressed with the welcoming atmosphere he felt for diverse student populations on campus. A year laler, a student in the learning center told Warren about his diagnosed learning disabiliqr Warren realized a need to understand this area and spent a summer at Berkeley learning from experts in the field and becoming immersed in the literature and services for students. "This is something that Augsburg by law was required to do and yet we had no specific services," Warren recalls concluding. Nor did any other college in the Midwest at that time. His proposal to the College administration for a program to serve these students was accepted, and the Office for Disabled Students (ODS) was born, initially serving three students, which Warren directed along with the learning center and tutor center. At that time, he also proposed that ODS take over ihe services at Augsburg that had been provided by CENTS, the ACTC program. By 1984, \¡/ith the rapid growth of these programs, Warren returned to College administrators, requesting the hiring of a learning disabilities specialist. In 1989, the program was renamed the Center for Learning and Adaptive Student Services (Cf.{SS Program), and by 1990 it served 9I students with leaming disabilities and 29 with physical disabilities. Helping to firm the program's foundation was an endowment received in 1988 from the Groves family to purchase adaptive technology for leaming disabilities. The CLASS Program continued its Summer 2002 Under Don Warren's leadership, Augsburg programs have grown for students with learning and physical disabilities and students in recovery from chemical abuse. growth to a population in 1999 of 125 learning-disabled students, 45 physicallydisabled students, and29 students with psychiatric disabilities In 1997, however, Warren was faced with another challenge. One of his students told him that it was tough at Augsburg for students in recovery. Warren understood that recovery for this student meant recovery from alcohol and other drug abuse and realized that a support program was needed on campus for these students. Again, Warren proposed to the administration-this time to academic dean Marie McNeff and associate dean Earl Alton-an innovative plan to support the academic success of students in recovery from substance abuse. Both McNeff and Alton were immediately supportive, and the StepUP Program was created. Two floor houses in Anderson Hall became a sober home for 23 students. By living together, by signing a contract to remain sober and to advance toward a degree, and by attending weekly meetings with Warren, the program achi.eved a relapse rate of only eight percent, as compared to the national rate of 82 percent. After three years, Warren chose to leave the academic enrichment program, including CLASS, to direct the StepUP Program full time, then having grown to 45 students. Recently completing its fifth year, StepUP has served 152 students in recovery and is the only program of its kind in the country that focuses on traditional-age college students. StepUP students have consistently earned a 3.1 grade point average; in its five years, the program has maintained an average relapse rate of 15 percent. In May, Warren was presented with a certificate of "Special Congressional Recognition" signed by U.S. Rep. Jim Ramstad for pioneering work in this area. Warren plans to remain connected to StepUP by serving on the StepUP Advisory Board and working with the StepUP staff as leaders in a nationwide effort to create a national association of recovery programs in high schools and colleges. 4ucssuRc f{ow 9 ln 1976, an professor Norm Holen was asked by someone from the registrarb office if he would be willing to work with a physically-dÌsabled student in one of his art classes. "As I started to walk away" recounts Holen, "this staff person said, 'I should just menrion that he can only move his left foot.' " Holen decided to make a tool for sculpture that would fit between the student's first two toes, trying it out first on hls own foot. From there, Holen evoived the concept to a kind of wooden sandal, using old belts for straps. The student adapted well to ìt, and Holen further outfitted the "shoe" with changeable tools and a gummed sole to prevent slippage. "Sculpture was ideal, because if you did anything other than clay, you needed two hands," explains Holen. "If you did pottery you'd have to do the inside. So sculpture was a natural, because you only needed to do the outside." Holen's next challenge was with students who couldn't iift their arms. He developed a canvas bag with sand as a counterbalance, eliminating the need for strength to lift. "[The student] said that he really enjoyed being in class, because for the first time he could lift his arm. And it was fun, enjoyable, something we take for granted. But it was something he could now do," recalls Holen. For one student, Holen's tool was too efficient. The student had regained strength through rehab and wanted to push his capacity, so Holen created a lighter tool that didn't need a counterbalance. Not being able to find anything thin enough, Holen had to laminate his own wood, about 3/16 inch thick, weighing only l0 oz. when finished. While each of the splints he made took as long as some of his sculptures, Holen never charged students or the College for his work. "All I did was to solve the 1o ,4ucs¡unc ruow problem so that they had the tools to work with. I jusr wanred ro make it more consistent, for them to have lhe same opportunities as I I everyone else." Holen also created a headpiece for a student who was very immobiie, who had only head movement and used a breathing apparatus. He designed an adjustable head splint with Velcro and canvas straps for tools that would eliminate the need to hold tools in the mouth-making it easier on the jaws and teeth, and permitting the student to talk during class. Holen has kept in touch over the years with a number of his students with disabilities. He still talks weekly withJon Leverenu, a student who suffered brain damage in a car accident. Leverentz needed help opening the caps of his paint tubes, and Holen made a ribbed receptacle that allowed the cap to d be held while the tube tumed. Norm Holen's hand-made devices have made art possible In 1990, Holen received the for students with disabilities. Govemor's Award on Têchnolory to Assist Individuals with Disabilities. When asked about his life work, Holen In 1995, Holen was honored with an reports at least 2l one-person shows, 92 Alumni Achievement Award by his alma group shows, and I 16 competitive mater, Concordia College-Moorhead. exhibitions, including a group show at the Holen's legacy to Augsburg, however, National Gallery of Art. He says he now far exceeds his innovative tools. A number concentrates on national or intemational of his sculptures in clay, welded steel, and shows. His achievement includes 16 part of the community and cast bronze ^re"Buming national and two intemational awards. Bush" in front of campus-the Holen intends to enjoy his retirement Christensen Center to honor Bemhard time working on his own prqects full time. Christensen, the Augsburg Seminary seal on The tools and splints he made will still be the brick wall next to the entrance to available to students who may need them. Hoversten Chapel, the Hoversten Chapel Holen and his wife, Ilene, have established cross and the bas relief in Sverdrup Hall an endowed scholarship in his name to called "The Promulgation of Leaming and support art and art history students at Culture." Augsburg. I Summer 2002 r Shaped by th OF THE h and values TIAN CHURCH I aaa EDITOR/S NOTE: From time to time questions are asked about how the above portion of Augsburg's mission statement is lived out in daily life on campus-in the education students receive, in lhe faculty and staff who teach, in daily engagement with the community Questions are asked about the nature of Augsburg as a Christian coliege and as a college of the Evangelical Lutheran Church in America, especiaily as it relates to a commitment to intentional diversity. AugsburgNow invites discussion in this area to form the basis of occasional articles about the College's mission, its founding tenets, and the legacy of its alumni, facult¡ and staff of 133 years. We begin with questions posed in a recenr letrer, followed by excerpts from comments made on campus this spring that speak to the issues raised. DEAR ED¡TOR, "I felt led to wrÍte you after taking the time to read the Spring 2002 edition of your publicatlon. ... My husband and I have been working as youth leaders since September I97B at Grace Baptist Church and have numerous experÌences watching souls come to knowJesus. Throughout your publication, I see very little mention of Jesus. Is Augsburg still a ChrÌstian school? I see a pastor's name mentioned from time to time and Juliana Martinez briefly mentioned Jesus who started her out to be a 'leader,' but even she did not give Him continuing credit for where she is. Has Augsburg changed to be a diversified school, separated from the Christian faith? "I need to know where you stand, as I need to know how to pray for all of you, and what to tell others who are looking for a Christian college." -LuAnn (Ludewig) Lindquist'78 FROM AUGSBURG 2004: EXTENDING THE VISION "Augsburg is the only ELCA college to be located in the center of an urban area. As part of its life in urban socÌet¡ as well as because of its Christian traditions, Augsburg remalns committed to intentional diversity among its students, staff, and faculty. Augsburg's commitment to diversity is a function not only of the gospel, but also of Luther's notion of vocation. Because God's love extends to all, those who would be faithful Summer 2OO2 to the gospel cannot preserve non-essential disLinctions between person, and in fact are called to extend special attention to those pushed to the fringes of society. Further, an institution that takes seriously the future of Ìts students cannot avoid preparing those students ro work in the diverse communities that make up the modern world." .Aucssunc Now 11 EXCERPTS FROM REMARKS BY REV. MARK S. a a HANSON '68, s. PRES|DTNG BTSHOB EICA AT THE COMMENCEMENT LUNCHEON r^ AND CEREMONY-MAY 19,2002 "As presiding bishop, I'm deeply committed to the vocation of this church to be a church in higher education, and as I look at the 28 colleges of this church, Augsburg stands unique, not only in its location, but in its vocation-of preparing people to live in a diverse world, grounded in the faith, but as global citizens. "lt was in this hall when we'd gather for chapel that I remember as a first-year student hearing Oscar Anderson, our president, cry out for the Holy Spirit to stir up within each of us that faith which so many of us had been benefited by planting in our hearts from parents and grandparents, so it mlght be for us a iiving faith ... Augsburg College, where reason and faith are held in lively tension, where we are sent into the world with a passion for building communlties of justice and mercy" REMARKS By pHrUp QUANBECK The Rev. Mark S. Hanson'68 il, ASSTSTANT PROFESSOR OF REilGION ATTHE lOOTH ANNIVERSARY CELEBRATION OFTHE BIRTH OF AUGSBURG PRESIDENT EMERITUS BERNHARD CHR|STENSEN-APR|t 1 6, 2OO2 o o s. "I've been asked to describe how the legacy of Bernhard Christensen continues toda)¿ Let me address hs' how Christian faith remains Prof. Philip Quanbeck ll a distinctive and essentiai part of Augsburg's mission. This is the Christensen legacy "During Christensen's tenure as president of the seminary and the College, the collegiate division became a true liberal arts college. Christensen built programs in arts, music, sciences, and humanities. He did that by identifpng people whom he wanted to be teachers in those programs. In religion he found people who were then fresh out of graduate schools, such as John Stensvaag, Paul Sonnack, and Philip Quanbeck, to name only a few. These, like others, would become fondly remembered by students and, dare I say, legends. In matters of Bible and theologr, Christensen brought in the challenges of modern historical and critical approaches. At the same time there was a concern for teaching the faith. "Augsburg is still a college with a Christian mlssion. In the tradition of Bernhard Christensen, we continue Lo combine the scholaf and critlcal 12 4UCS¡UnC ruOW approaches to Bible and theologr with a concern for an encounter with Christian faith. Every student at Augsburg is required to take three religion courses. This threecourse requirement includes a course in Bible, a course in Christian theology, and a third course which may be in world religions, ethics, philosophy of religion, or an additional course in Bible or theologr Many students exceed this minimum and go on to take five courses for a minor. "The ful1-time faculty who teach in our religion department are all people of faith. As academics, certainly, we have been trained to be able to step outside of our tradition and look critically at it. On the other hand, we are not dispassionate observers simply interested in historical curiosity No, we are people concerned with the claims the gospel makes on individuals and the world. This constant engagement of faith and learning or faith and reason, as President Frame likes to say, is at the core of our mission as a department and our mission as a college. "A Lutheran college like Augsburg has a unique role in the life and mission of the church. A college classroom is not, nor should it be, Sunday School or confi.rmation. lt is a place of open and free inquiry There is, however, a providential irony We have the opportunity in our classrooms and on this campus to meet, teach, and engage students and others who may be unlikely to enter a church. We have the opportunì,ty to teach some who have little or no knowledge of the Christian tradition. The Christensen tradition, and the Augsburg tradition, have always emphasized freedom over compulsion, This college provides a place where students can encounter the Christian faith and its claims in an atmosphere of freedom. I hope the wider church and its congregations appreciate the importance of a place like Augsburg and how the church's mission is served here. "Augsburg is among an ever-decreasing number of colleges that still has daily chapel. It is significant that the College continues to devote space in the dally schedule as a testimony to its commitment. "We're willing to take big risks here, but they're the risks the church needs to take in order to speak and teach the gospel message. We risk asking difficult questions with no simple answers. We risk finding new ways to translate the Christian message into contemporarylanguage. We walk the difficult line between the partlcularity of the gospel and the necessity to adapt to the needs of diversity in modern society Those are the kinds of intellectual and faith risks that were Bernhard Christensen's legacy to this school. His willingness Lo venture inlo new territory however, also refLected a deep confidence that the gospel would survive the test." Summer 2002 -l EXCERPTS FROM "PENTECOST'S CTEAR CALL TO pOLypHONy" BY WILUAM V. FRAME, pREStDENI AUGSBURc COLLECE THE BACCALAUREATE SERMON_MAY "[On Pentecost] , at the very momenr in which the disciples are empowered to proclaim rhe gospel to all people regardless of natÌonal origin or religious tradition, Peter turns back ro [oe1] calling his people to repentance in advance of the Judgement Day And the sharpest point of the irony lies in the line wirh which Joel ends his panegyric on rhe Lasr Day: 'And those who call upon the name of the Lord will be saved.' "What of the others? Why doesn't Peter ask this obvious question? Today we naturally ask about 'the others'-the ones who don't, or don't yet 'call upon rhe name of the Lord.' Perhaps we're better instructed now than Peter was then. He and his successors have since published the gospel, and we've heard its central message-that we love one another and our nerghbors as ourselves. Those neighbors surely weren't expected to be Christian, were they, nor even and exclusively of the three great traditions borne of the sons of Abraham? "But the largest reason for the difference between Peter and us concerns our experience with diversit;r We've been trying for some time to create here, on this campus, both a distrnctive Lutheran, Christian community that is thereforenot 'also' or 'by the way,' but thereforewarmly hospitable to a wide array of .diversit;r We have mr-rch yet to achieve in this effort, but Peter and his colleagues have been preparing for therr foray into a cliverse world frorn a relatlvely homogenous cultural confine. They haven't yet faced, to the degree we have, the Ìmmense challenge of managing the tension between community and diversit¡ betrveen unity and plurallty, between the one and the many "Apparently, they don't sense (as we certainly do) that Joel's exclusivityespecially as an original qualifier of those to whom they pr-rblish the gospel-wou1d compromise their work in the world beyond Galilee or our work either in this College or in vocation in the worlcl Summer 2OO2 1 s, 2002 beyond this College. After all, we have invited a fair number of folk who do not 'call upon the name of the Lord' to join our learning community and to bring their various religions and cultures with them. "A community is more than a mutually advantageous'deal' among privately-interested individuals formed into parties. But what is this 'more than,' thìs unifying thing? Here ls a question of central importance on which we might make a fair trade with the gospel: While we rneans of our exchanges, toward called lives of service that can be lived out, ¡oyously, in a world more surprised by these virtues than welcoming of them? "Diversity and communiry are easy; diverse community is real hard, but trying lt offers the best life possible." For the full text, see <www.augsburg. edu/commencement2OO2>. I o ù Ê may have news for Peter and the disciples on diversity-and I don't thinl< that's an impious claim-they surely have news for us on lhe constituting elements of the ChrÌstian communÌt;r The 12th chapter oI Paul's First Letter to the Corinthians contains a brilliant exposition, '... the body is one and has many members,'he says, 'and all the members of the body, though man¡ President William V. Frame, Baccalaureate service 2002 are one body' "This theme that creates the polyphony among the parts, on the one hand, and between each part and ¡he whole identifies eight very carefully chosen talents or human capabilities. They are: the utterance of wisdom and knowledge, healing and the working of miracles, prophecy and the discernment of spirits, the lÌstening and rherorical capacitles that enable us to understand and be understood, and faith. "Are not these nine the very talents that rnake for communal life, that weave a dlsparate batch of people rhrough their very vocations into that peculiar ne[work of relationships and hope that warrants the name'community'? Have we not used the wonderful opportunity of our time together here to bring these to greater life in each other-and to draw us each, by ,4ucsnunc ruow t3 ver 100 entries were submitted in the second annual Photo contest for international and off-campus studies. Winners were selected in three categories: scenic landscapes, local people in a cross- cultural setting, and Augsburg students in a host setting. All winning photos were displayed in Christensen Center. To see all the winners, visil" <www augsburg. edu/internationay photocontest02>. Top right: Scenic landscapes. First place. "Gondola on the Canal Grande," Becky Perrotti '03. Venice, Italy, January 2002. Bottom left: Scenic landscapes. Third place. "The Church and Social Change," Adam Nugent'04. Tepotzlán, Mexico, January 2002. Bottom right: Augsburg students in a cross-cultural setting. Second place. "Scottish Kiss," Kristi Eisenreich '02. Scotland, spring 2001 14 ,AUCS¡URC ruOW summer 2002 ) a.t-. r :l {lr { T :' .,Ðt4 'ü.' ,¡ i:; Top left: Augsburg students in a "New Friendship," Ariann Russ '04. - Pattaya, Thailand, January 2002. Top right: Local people in a crosscultural setting. First place. "Man in Marketplace," Solveig Grafstrom'02 Bergen, Norway, June 1999. ttrt * ffi Í Summer 2002 .4ucseuRc r{ow ts wï","ff*"_: ,! b BALANCING LIFE AND LEARNING r^ U s At 4 p.m. on Fridays, class activities ì wind down on most campuses. But t, at Augsburg, a shift occurs, as parking lots start filling with Weel<end College students coming for their 6 p.m. classes. Students choose to spend every other weekend on campus for various reasons-completion of a degree or teaching licensure, job Sue Kneen began Weekend College four years ago and has found rewards for herself and her family that far exceed the required course readings. promotion, or personal interest. Most have full-time jobs and families, so the commitment is strong and the motivation to succeed is high. Faculty choose to teach in Weekend College also for different reasons, among them the joy of teaching students who bring years of life experience to class discussion. 16 .4ucsnunc now f I I remember my lirst night of class four years ago as il it were just yesLerday. Prolessor Kathy Swanson asked each student to introduce him/herself and to share a little something. At first chance I said eagerly, "My name ls Sue Kneen. I have four daughters, and i'm so happy to be here, I could just cry" The guy from the day program sitting directly in front of me whipped his head around and looked at me in utter disgust as his face implied, "Are you for real?" IniLially. Augsburg was attractive to me because I iearned that WEC offers the same degree as the tradìtional program; the same material is covered, the same work is expected of us, and we have the same professors-the only difference is our schedules. With the commirment WEC requires of a non-traditÌonal student, I wouldn't waste my lime on anything less. As I proceeded further into the program, however, what became equally attractive to me was the quality of professors at Augsburg. Many conversations with my WEC colleagues seemed to end with the same conclusion: the professors are great at what they doteach. Difficult material is brought down to an undergraduate level and presented in a manner that makes it both interesting Summer 2OO2 I Weekend College MAJORS and exciting to learn. It is quite something how consistently this seems to happen from class to class, and I am sr-rrprised at the lengths most professors will go to help I , us succeed. I have been challenged in many ways at Augsburg. Let me share with you just two: I have learned through my religion classes an unbiased understanding of other religions. The Hindu and Buddhist faiths, for example, have been intriguing to me, but I had never quite received an unbiased view previously; I hacl no idea of the depth and beauty of these faiths. I look forward the community sulrouncling Augsburg. Dean Chris Kimball says it well in one of his letters to students: "1 hope your achievemenls will encourage yor-r to be of service to others." Attending WEC has been one of the best decisions in my 1ife. Previousl¡ I had not thought of myself as college material, so success at Augsbllrg brìngs with it more and more confidence. I wÌli be the first in my family of origln to graduate from college, and I know this is the beginning of many good thrngs. And it seems most WEC stuclents have their own stories. "I HAD NOT THOUGHT OF MYSELF AS COLLECE MATERIAI, SO AUGSBURC BRINGS WITH IT MORE AND MORE CONFIDENCE." I l ! to learnlng more about the Buddhist's message of peace. It is also okay to be a Chnstian at Augsburg. Funny âs that may sound, considering that our mission statement reads, "... shaped by the faith and values ol the Christian church ...," it seems Ìt is not politically correct in many circles today to admit one is a Christian I find the climate at Augsburg to be tolerant ancl respectful, where faith and rdeas are expressed and shared openly Secondl¡ my Augsburg education has shattered the stereotype I had ol inner-city lile from my grolvlng up in a little, Caucasian, southern Wisconsin hometown of 3,500. I dicln't know about the large . class of people termed the "working poor"-urban dwellers r.vhose harcl r.vork lor minimum pay only ekes out a meager existence. Life ls tough ancl Lltter poverty ls usually one paycheck arvay for more people than I l-Lad realized. I am proud that Augsburg is committed to lhese urban issues, both via dialogue in classrootn scllings anrl lhrottgh îclive comnritlllcnl to Summer 20O2 SUCCESS AT Some are here for job advancement or a pay increase, and that's line; but for many of us, it's much more. As one colleague whispered to me in class, "l come to class feeling lÌke the most grateful student." A thrilling benefit of attending Augsburg is the example my college experience gives to my daughters. Discussion about college abounds in our home; we are all in this together. Every other weekend, their smiling little moon faces peer through the front door and wave rne off to school; and my six-year-old asks me after each class, "Mom, did you get an A toclay?" It ls true, as one prolessor told me. thíìt one neccls e very sLrpportivc lamily ACCOUNTINC Public accounting Managerial accounting BUSI N ESS ADMI N ISTRATION Marketing Management Fi nance lnternational business COMMUNICATION COMPUTER SCIENCE COMPUTATIONAL ECONOMICS ECONOMICS EDUCATION Elementary and secondary licensure Emotional/behavioral d isabilities ENCLISH HISTORY MANAC EMENT I N FORMATION SYSTEMS MARKETINC NURSINC (BSN completion) PSYCHOLOGY RELICION So, although I have now learned to no longer wear my mom's heart on my SOCIAL WORK sleeve amidst academia, I still very much STUDIO ART just like I did that lirst night ol class four years ago. YOUTH AND FAMILY MINISTRY feel CERTIFICATE PROCRAMS IN Suc l{nccn Ls aWcchutd Collcge stuclutL mcrjortngin English. I : nformation technology Business management Business finance .Aucs¡unc ruow 17 n8 n t)CI their lr Br ) s I walk into O1cl Main 13 at on a Saturday afiernoon, my are already deep in l:10 conversation on Toni Morrison's Beloved. When I break into their discussion to start class, the stndents immediately start to tell me about their responses to the week's reading. Their enthusiastic interest makes the three-and-a half hours we will spend together fly by When class meets every other weekend, the hours always seem too short for the lecture and discussion that need to fit into the afternoon. I have taught in Weekend College for the past four years and find adult returning students a joy to teach. My sLuclents demonst rate strong molivation to keep up with assignments and attend class. Additionally, they bring their life experience to the classroom, which serves to enrlch discussion. In my Women and Fiction class, which meets evenings and has both day and Weekend College students, the weekend students' voices add a much-needed perspective to the discussion. While most tradltional students read about women's life stages with the eyes of daughters, the weekend students add the perspective of mothers and sometimes grandmothers to the classroom. Thelr voices enrich discussion by helping the day students to undersrand character motivation that may have Ê :J O È E ilt Ë E É il Adult students also tend to teserve judgment while reading, which allows them to become fully engaged in the characters they meet in fiction and the /WHI[E MOST TRADITIONAL STUDENTS READ ABOUT WOMEN'S tIFE STAGES WITH THE EYES OT DAUGHTERS, THE WEEKEND STUDENTS ADD THE PERSPECTIVE OF MOTHERS TO THE CIASSROOM." 18 ,4ucssuRc Now ff English professor Joan Thompson finds that many weekend students enroll in her literature classes to fulfill requirements, but end up engaged in the class community and find an unexpected enrichment from discussion of the readings. arguments they encounter ln essays. Of course weekend students come with as wide an array of personal, political, and religious beliefs as any group of students does, but they also have encountered more people with other beliefs ln both their work and daily lives. Because of this, weekend students generally acknowledge the ways in which their own experience has informed their ideas. Rather than puzzled them initially. F AND SOMETIMES GRANDMOTHERS offering peer comments that simply disregard the position another student has taken when writlng an essay, the weekend student tends to write, "You have a different opinion on this topic than I do. You could make your point more convinclng by considering counterarguments." As I look at the comments the students write for each other, I always appreciate rhis willingness to consider others' viewpoints. Many Weekend College students take literature classes for the purpose of fullilling general education requirements. Oftentimes students mention this as their Summer 2002 7 What students say ab out WEEKEN LLECE: C primary reason for taking my class in the letter I ask them to write on the first day of class. Yet, despite signing up for the class primarily to fill a requirement, these students generally turn out to be as motivated as the Enghsh majors in the classroom. Most o{ the students take notes and ask questions about American transcendentalism or the elements of fictÌon just as if they were majoring in English instead of planning on furthering their career at 3M, Medtronic, or American Express. By the end of the course, I find students writlng that they enjoyed reading the fiction and plan on making more time to read when they finish college. Others write of a theme the course emphasized, such as American pastoralism, and mention that they will continue to look for this theme when they read on their own. My students' interest in learning about other views of culture and acquiring knowledge simply because it enriches one's life adds to my enjoyment in teaching Weekend College. As the discussion of Beloved ends because we have run out of time rather than running out of topics [o explore, a student remarks that the afternoon has been like going to a book club. I know that the students are walking away with new knowledge about literary allusion, narrative technique, and African American culture and hlstory My student's remark also makes me realize that they are leaving with a sense of a 'community built through engagemenl in reading and studylng books. I Joan Thompson is an assistant prot'essor ín the English Department who teaches it't both the day progrant andWeehend College. "THE WEEKEND COLLECE SCHEDULE is so flexible. You can make up your own course schedule based on what works for you and your family, and pace yourself so you can keep up with your school work." Kundan '02, Minneapolis -Jit Public Schools "JOY AND I MET in one of our Weekend College classes. After the class was over, we kept in touch and she became my good friend and moral support. Earning a degree at Weekend College has helped me in so many ways-l'm much more assertive and disciplined. Plus I gained a lifelong friend in the process." Walterbach '00, Wells Fargo, -Kathy speaking about Joy Scheck'00, Ceneral Mills "I HAVE A VERY DEMANDINC JOB and a young child at home, so going back to school presented a major challenge. The support of my wife and the tuition reimbursement provided by ty company were instrumental in making it possible for me to get my degree." Litteken'01, Reliant Energy -Luke Minnegasco "THE AUCSBURG CURRICULUM has been extremely important for my business career and professional advancement. lt gave me the roundedness that I needed, and I use what I learned just about every day." -Janice Aune 'BB, Onvoy From the Weekend College publication, "Balancing Life and Learning." To Iearn more about Weekend College, visit <www.augsburg.edu/wec>, e-mail <wecinfo@augsburg.edu>, or call 612-330-1 Summer 2OO2 101 . ,.4ucs¡unc ruow 19 a S r8 n an UA e N TE watcl-ring him grow "Television is a brarn killer," says MAKES THE GRADE Devereaux, w1-ro doesn't spencl much ol her tinre watcl-ring it. "l only let Evan watch one helf-honr program, Bluc.s Clucs." Perhaps thÌs rs one of her secrets to balancing her 1tfe, r.vork, ancl education-her time with her son is precior-rs, ancl she mal<es cefiain their by Deanna Constans EDITOR'S NOTE: Over 'l 50 students are currently taking tinre togcrhcr rs r¡urlrty tinrc. evening classes in Augsburg's Rochester Program. Three undergraduate majors are offered-busi ness adm i n Another exciling lroment in her istratior-r, Constans. r-rring the day, 36-year-old GaÌl Devereaux of Rochester, Minn., works ftrl1 time at Mayo Clinic as a sign language interpreter. She also Ìs a single parent to her son, Evan, age l9 months. Ancl this past 1a11, Devereaux aclcled college classes to her busy evenings by enrolling in Augsburg College at rheir Rochesrer campus. Devereaux is one ofnearly 200 nontraditional students who attencl the Rochester program held at Rochester Central Lutheran School. Convenlent evening classes meet on an alternate week schedule. Devereaux typifies the studenr body at Augsbr.rrg-Rochester, most of rvhom work part or lull tirne, have families, and have declded to pursue an undergraduate or graduate degree. The average age ol enrolled students last year r.vas 38, according to Rtck Thoni, director of the Rochester Program. Even though she was a full-trrne employee and mother, Devereaux deciclecl that she needed to fulfill her goal of achieving a fòur-year college degree "l diclnt \van[ to be telling my son he needed to get a college degree, rvhen I cliclnt have one mysell," she stated. Although this graduate from Henry Sibley High SchooÌ (West St. Paul) had previously auended the ,.rfucs¡unc ruow 1lfe was when Devereaux hacl the opportunity to sign duling a Mayo Graduate School lecture for Archblshop Desmoncl Tutr-r. "He was computer science, and nursing (for RNs), plus a master of arts in transcultural community health nursing. During winter trimester, journalisrn class stuclents interviewed other students and wrote profiles. Here, meet Cail Devereaux, as profiled by Deanna 20 because I was tolcl by my doctor that I was infertile," she stated. She ts a devoted lnother ancl enloys plapng with Evan and Gail Devereaux is a sign language ¡nterpreter at Mayo Clinic and an Augsburg-Rochester student. very kind and shook my hand," Devereaux says ol the South Af ican religious leacler whose efforts to pronlote lacial jr-rstice eamed hirn the Nobel Peace Prize in 1984 ln her role as sign langurge interpreler at Mayo Clinic, Devereaux enloys meeting and connecting with people lrom all over rhe wor'ld. At trmes she saicl it can be emotÌonally challenging, especially r.vhen interpreting dismal medical dlagnoses. Hclwever, the satisfactlon she gets lrom helping peopie olrtweighs the drfficulr moments. Medical signing is nor for the fainrheartecl. She accompanies deaf patients cluring their medical tests and procedures, so is lrequently asked by medical staff il she might laint. Luckily, Devereaux has never had this problem in her nine years sigr-ring at Mayo. Devereaux also uses her sign language for the benefit of the greater Rochester sl<l11s College of St. Catherine, she was still one year short of completing her degree. For Devereaux, lall 2001 was the nght time to retLlrn to school; and she is nor,v enrolled at Augsbr"rrg and pursulng her degree rn communication wrth emphasis on public relarions. She hopes to finish ir-t 2005. Her career goal is to contrnue working r.vi¡h cleaf people, but she isn't sure community, by slgning for the theater (her great passlon), as rvell as graduation ceremonies, church services, and other social functions. The Augsburg-Rochester campus is providing a r,rable means for Devereaux to fi"r1[r11 her dt"eam of obtatnlng a bachelor's degree, while still allowing her to enjoy the little, and big, things in life. I in what realm. One aspect that the Rochester Program promotes is "balance in life and learning." When speaking of her son, Evan, Devereauxb face lights up. "For me, the most exciting moment ol my life was when For inforrnation on the Rochester Program, visit <w-vr,r,v.ar:gsburg.eclu/rochester>. Deanna Constans is an Augsbtn'g-Rochcst¿r' student nnj o rmg in contn'Lunicatiotts. my son was bom. Evan is a'miracle'baby Summer 2OO2 - p Ê L) H COMMENCEMENT2OO2 n "You will be judged not by whom you know, not by what you know but by who you are-by the commitments you keep, the dreams you realize, the love you give, the journey you take. Don't be afraid to steer far off course. . The only way you can really fail is by failing to try." A. Johnson -James Å E .S n O a7 James A. Johnson, vice chairman of Perseus, banking and private equity firm, spoke to the 2002 graduating class, which included his cousin, lan Anfinson. L.L.C,, a merchant n \ fl tr z I MT g g H ¿- il ú Eì ws q F IJ I È MARK HANSON AWARDED HONORARY DEGREE o ù r4 -t (;.slìt ll(; 1, l l l (, 1 Rev, Mark S. Hanson '68 (right) received an honorary doctorate degree, conferred by President William Frame (left) as Rev. Dr. Herbert Chilstrom '54 looked on (center). HONORED FACULTY AND STAFF Augsburg alumnus Rev Mark S. Hanson '68 , presidìng bishop of the Evangelical Lutheran Church in America, was awarded the degree of Doctor of Humane Letters (Honoris Causa) at Commencement on May 19. This is the second honorary degree awarded by the College; the first was awarded to U.S. Rep. Martin Sabo '59 in 2000. Hanson is a native of St. Paul and the immediate past bishop of the St. Paul Area Synod. He earned his master of divinity degree from Union Theological Seminary in New York, and studied at Luther Seminary and Harvard Divinity School. "Mark has exemplified Augsburg's educationai misslon ln his pastoral work and in his leadership of the church," commented President Wllliam Frame upon conferring the degree. "He has brought a profound theology to the service of the city and a graceful courage to the inclusion of wide diversity in the Christian communion." Hanson was elected presiding bishop in 2001 and is the second Augsburg graduate in that office, following the ELCAb first bishop, Rev Dr. Herbert Chiistrom '54. In his remarks, Hanson told the graduates, "I believe the winds of the Holy Spirit continue to blow. They have given every one of you graduates gifts that you will use in your vocations, in the building up of communities for the common good, in the sharing of the wonder of God's love for us in Christ ]esus." I Rolf A. Jacobson, assistant professor of religion (Divislon of Humanities) I Dale C. Pederson '70, associate professor and department chair of biology (Division of Natural Sciences and Mathematics) I Summer 2002 I Lori L. Lohman, associate professor of business administration (Division of Social and Behavioral Sciences) I Rebecca A. Frestedt'01, academic coordinator, Weekend College Ronald W: Petrich, assistant professor of education (DivisÌon of Professional Studies) ,4ucs¡uRcruow 21 È .L u O s s s, Brandon Hofstedt, a sociology major and McNair Scholar, received the 2002 Marina Christensen Justice Award for his commitment to community issues and involvement in student organizations. BRANDON HOFSTEDT RECEIVES MARINA CHRISTENSEN JUSTICE AWARD Brandon Hofstedt, a senior sociology major and McNair Scholar, was selected as the 2002 recipient of the Marina Christensen Justice Award. Each year this award is presented to the graduatÌng senior whose community service work best exemplifies Augsburg's motto "Education for Service." This also characterized the personal and professional life ol Marina ChristensenJustice, who courageously and effectively reached out to disadvantaged people and communities. Hofstedt, from Cannon Falls, Minn., has consistently demonstrated his leadership skills and commitment in the areas of service, justice, and global understanding. Throughout hÌs years at Augsburg, he remaÌned committed to a broad public agenda, including work through organizations such as the Minnesota Public Interest Research Group (MPIRG), the Coalition for Student Activism, LINK, and the AmeriCorps Youth Works/Get Ready Program. As one of his professors commented, "Brandon has demonstrated a strong commltment to social issues, a great ability as an organizer, and has the rare combination of someone who has both a positive vision for his community and the skill and dedication to make that vision a reality" ùt () s ù È o N Beautiful weather, inspiring speeches, pride in achievement hard earned, and the extra special rewards-all part of Commencement Day. Religion professor Rolf Jacobson (left) takes a moment to chat with students before the ceremony, 22 ,4ucssunc Now Taher Omar, physics graduate and McNair Scholar, celebrates with family and friends during the reception. Summer 2OO2 t_ Y- p € Ìi U \) s s ù V) Amy Maheswaran (left) adds a master's hood to her academic garb, as she receives her master of social work diploma and degree from program director Lois Bosch, Speech/communication major and McNair Scholar Darryl Sellers enjoys a moment with fellow grads before the ceremony. I BELIEVE PREMIERES WITH THE CHOIR AND CONCERT BAND b () Brendan Anderson, senior muslc major and 2001 Hognander Scholar, led the Augsburg Choir and Concert Band in the premiere performance of his work, I Belíeve, an lnterpretation of the Apostle's Creed in word and music. "I Believe is the culmination of my four years of composition study at Augsburg Coilege," says Anderson, who graduated wirh distinction, received Music Department honors, and was part of Augsburg's Honors Program. The piece is structured in three general sections, as is the creed. The Concert Band introduces and carries musical statements, intertwined with the choir's recitation of the creed, heightened by illustrations of the themes in Latin. "It is my hope and prayor that through this remarkable texr and this remarkable story the spark of faith will be ignited in all who hear rhis piece, and that the convictions we all believe in will be strengrhened by God's awesome power," explains Anderson. s ù I Graduating musician Brendan Anderson conducted his composition, I Believe, for the Augsburg concert Band and Choir at the Commencement Concert on May 18. Graduates in the Class oÍ 1952 wear gold caps with their gowns as they join the Class of 2002 at the Commencement Ceremony. The 5O-year class will be back on campus to celebrate at their reunion during Homecoming, Summer 2OO2 ,4ucsnunc n¡ow 2z o o È s, () hs The Class of 2002 begins their graduation day in Hoversten Chapel at the Baccalaureate service, led by Augsburg campus pastors, Rev. David Wold (left) and Rev. Sonja Hagander (right). Social work graduate and McNair Scholar Leslie Howard (left) poses with visiting Norwegian social work student Kristine Dyrnes (right). o a o ù h, s ra THE AUGSBURG COLLEGE CLASS OF 2OO2 54I ¡ 318 t 148 a 44 a I 3l I 1l Candidates for graduation Day program graduates Weekend College graduates Graduate students (22 Master of Social Work, 1 Master of Arts in Nurslng, 20 Master of Arts in Leadership, and I Master of Arts in Education-Leadership) Rochester Program graduates Countries of graduates-China, Czech Republic, Estonia, Ethiopia, Laos, Nigeria, Pakistan, Sweden, Turkey, Venezuela, and Vietnam. I 20-58 Age range of graduates in the Class ol 2002 24 ,4UCSSURC n¡OW GRADUATION DAY-A CONTINENT AWAY Three sets of parents at Commencement this year came from Norway to Minnesota to see their daughters graduate, Five Norwegian students from the Oslo University College, who have been studying in Augsburg's lnternational Partners Program, were unable to take part in their own graduation because of the academic schedule here. They received special permission to take part in Augsburg's Commencement. The front row students are (L to R): Una Sveen, Kristine Dyrnes, Rikke Nielsen, and Sylvi Nilsen. Not pictured is Erik Moen. Summer 2OO2 /-. A / I tt I ¡- ^ From the Alumni Board president's desk... ¡lhe I Alumni sourd organized w activities this year with four outcomes in mind. As I report on these, join me in applauding the board and the Office of AlumniÆarent Relations on their accomplishments. Outcome : Friend-raising Many events connected alumni to the College, including Auggre Hour gatherings that brought 130 alumni together after work to meet and hear stories from Augsburg professors. There were 3,500 participants at Homecoming events. The alumni nights at the State Fair, the MAL l5th anniversary dinner, and Commencement weekend events brought together still more friends of Augsburg. Alumni events did not happen only in the Twin Cities. Regional chapters in Chicago; New York City; Washington, D.C.; Los Angeles; Boulder, Colo.; Naples, Fla.; Sun City and Tucson, Ariz.; Rochester and Willmar, Minn.; and 3M Company in St. Paul also held alumni gatherings. And can there be any better way to Outcome: Communication If you have computer access or a mailbox, you can always be in touch with The ultimate measure of our Alumni Association's effectiveness is increased talent and resources supporting the mission of Augsburg. Board members led by example, donating time, expertise, financial grfts, and Maroon 6¡ Silver scholarships. Thank youl Our new Alumni Board president, Andy Morrison'73, is well prepared to lead us into another successful year. Our new board members-Greg Boone '81, Barry connect with students than serving treats during finals week? Outcome: Effectiveness Augsburg. Board members helped to enhance the alumni Web site, the Augsburg Now magazine, and the Class Agent lerters. They communicated with leaders of the regional chapters. They also searched for First Decade, Spirit of Augsburg, and Distinguished Alumni award recipients. Outcome: Connections Alumni gave valuable contributions to current students, faculty, and staff. We were advisors to the Board of Regents, Development Committee, and'Science Advisory Board. Alumni from 25 businesses held ajob fair for over 100 students, preceded by a session onjobsearch skills. We surveyed faculty to match alumni with their needs, e.g. intemships, mentors, speakers, and research funding. Vornbrock'96 MAL, and Jennifer Tome 'gg-will add to our spirit of fun and responsibility Would you like to join us? e4+ Jackie ltuiefel Lind'69, '94 MAL President, Alumni Board Lute Olson '56 elected to Naism¡th Memorial Baskgtball Hall of Fame AussbursNewsservice g o ò? 5 {9 A ugsburg College alumnus and Olson, previously a finalist for the Hall of Fame in 2000 and 2001, will be joined in the Hall of Fame by players currenI University of Arizona men's Earvin "Magic" Johnson and Drazen Petrovic, coaches Larry Brown and Kay Yow, and the Harlem Globetrotters. The Naismith Memorial Basketball Hall of Fame's Class of 2002 will be enshrined on September 27 in Springfield, Mass. basketball head coach Lute Olson'56 was among five individuals and one team selected for enshrinement in the Naismith Memorial Basketball Hall of Fame, officials announcedJune 5. Summer 2002 "I think it ranks right up there with the NCAA Championship and rhe 1986 World Championship," said Olson. "This is definitely one of the special things that has happened in my career. I am very thankful for the recognition and opportunity for enshrinement." A native of Mayville, N.Dak., Olson was an Augsburg student from 1952-56, plapng three sports (football, basketball, baseball) while earning a double major in history and physical education. Olson was Augsburg's Honor Athlete, the highest honor given to a senior student-athlete, in 1956. He was inducted into Augsburg's Athletic Hall of Fame in 1977. Olson earned his piece of basketball immortality with a coaching career that spans 43 seasons and includes nearly 1,000 career victories. He has won more than 70 percent of his games on the high school, junior college, and NCAA Division I level. 4ucsruncruow 2s Albuquerque. He is the author o[ 1948 several books. Reynold Skotte, Long Beach, Calif., ¡etired lastJune from teaching at Peninsula Christian School in Carson, Calif. 1 ¡a O tt 1957 for 25 years. Marshall Ellen (Stenberg) Erickson, Ham Lake, Minn., was recently named president ol Free to Be Community Coalition, an organization in Anoka County that helps financially stressed famìlies. 1 956 The Rev. Dr. Russell C. Lee, Albuquerque, N.Mex., was guest preacher at St. Paul's Lutheran Church in Crookston, Minn., in February. From 196'l to his retirement in 1997 he served Faith Lutheran Church in 1964 Minneapolis, recently published Mahing Phebe (Dale) Hanson, St. Paul, 1951 D. Johnson, 950 recently rvorked with artist Rebecca Alm and poet Kathleen Heideman to create timeuponOnce a book o[ poems that seek to "deconstruct" and reconfigure old fairy tales, mostly those of the Brothers Grimm and Hans Christian Andersen. Sense rnù¡d rlFr u¡ri,..¡-¡ U nder standíng mathematics department, and taught high school math at Cook County SchooÌs in Grand Marais of the Bible: Ltteraty typ( as an Approach to (Eerdman's Publishing Co.). r 961 The Rev. Daniel J. Carlson, CharÌestown, R.I., has been an ELCA regionaÌ gift planner for the ELCA Foundation sinceJuly 1999 he previously devoted 34 years to parish ministry in New England. r 963 Dean Gulden, Grand Marais, Minn., recently returned from a dog sledding expedition to the North Slope in Alaska, t50 miles above the Arctic Circle. He has also competed in the lditarod, the Yukon Quest, plus numerous races in the continentaì United States. In addition, he worked in the space industr¡ spent nine years at Augsburg as head of the Ann L. (Johnson) Wollman, Beaver Falls, Pa., and her husband, Dave, retired from Geneva College. Ann was registrar, and Dave was a professor o[ history and chair of his department. They plan to travel to Lithuania to teach and counsel at Lithuanìan Christian College. 1 Luncheon in March. She has coauthored seven books and recently published her eighth, Just How Much Scrap.Wood Does a Man Need to Sav¿? The audio book of her award-winning book, Grcwing Up Lutheran, is under consideration for a Grammy nomination. 1970 Ray Hanson, Denton, Md., St. Paul, recentìy continues to help teach Children's Church a[ Talbot Evangelistic Church. He recently completed serving three years on the church board, during which time a new Christian ministry center was constructed and opened. published a book of poetry called 1977 96s Gracia Grindal, Lise LungeLarsen, Duluth, won her second ARevelry oJ Harv¿st, which features several poems about Auggies. She is currently professor o[ rhetorÍc at Luther Seminary in Minnesota Book Award for her children's book, The Race of the St. Paul. 1968 Birhebeíners, UMC-M Auxiliary 50th illustrated by Mary Azarian. The book, based upon an account written in 1264 by Sturla Tordsson, explores the origin of Norway's national ski championship-the Anniversary Membership Race o[ the Suzann (Johnson) Nelson, Grand Rapids, Minn., was the guest speaker for the Fairview ffi c Birkebeiners-and tells the story of the cross country escape that kept the nation's infant king safe from an invading army. Rod Skoe, Clearbrook, Minn., recently announced he will seek election to the Senate in District 2; he is currently serving his second terrn âs state representative (DFL) in DÍstrict 28. He also farms in northem Minnesota. Prior to his election to the Minnesota House in 1998, he was a member of the CÌearwater County Board of Commissioners. He also served on the Clearbrook-Gonvick School o s. ã' o U Board. He and his wife, Sarah Hoagberg, have two children. 1978 Gladys (Boxrud) Strommen '46 and Anne Frame hosted an Augsburg alumni luncheon in Naples, Fla., this past March. Front row, L to R: Donna Mclean; Gladys (Boxrud) Strommen '46; Anne Frame; Louise Sundet; Helen Smith. Back row, L to R: Lois Wattman '76; Carole Skaar; Marilyn Fogdall; Nancy (Strommen) Stensvaag'71; Jan Grinde; Grace (Forss) Herr'57; Marion Anderson; and Lorraine Carlson. 26 ,4UCSSUnC NOW Steve Hoffmeyer, Mendora Heights, Minn., joined the State Bureau o[ Mediation Services as mediator in April. a Summer 2O02 d m Tim Wolter '78: Baseball historian and 'battlebot' chal lenger o c s- æ à' 5 (J by Lynn Mena During the Second Worid War, nearly I30,000 American soldiers and 19,000 crvilians were captr-tred and held in prisoner of war camps. While the conditions under which they were held varied enormously, baseball, in various forms, was a common activity among the prisoners. Not just Americans, but Canaclians, Britìsh, Australians, and New Zealanders palticipatecl, as well asJapanese and even some Germans. Augsburg alumnus Tim Wolter wrote a book on this toplc, which was published last year by McFarland 6c Company. POW Baseball inWorldWar II: The National Pastime Behind Barbed V/irz is the story of POW baseball. The book is dÌvided into the various prison camps and describes the types of prisoners held there and the degree to which baseball was played. Tim Wolter'78 recently published a book about the history of PoW baseball in World War Il. "I've been a history lan for a number of years, Ìn fact, my minor at Augsburg was history," says Wolter. "l kind of drlfted into this aspect of baseball hrstory-one thing led to another." ñ L S o Q Wolter, a practicing physician who has written articles on the history of baseball ar-rd the philosophy of mediclne, first investigated I9th-century war baseball. He discovered that even during the Clvil War, POW baseball was playecl on maneuvers. Wolter received so many lnteresting clues and information from various calls ancl letters about WWII POW basebal1, that what first appeared to be an Ìnteresting magazine article soon turned lnto a book. "The book turned out pretty weli, althor-rgh I can of coLlrse see a hundrecl ways I cou1c1 have done it better," for a first book, it's not too bad." Wolter is especìally glad to see the book published rvhile some of the people he wrote about are stlll living. says Wolter. "But During the course of Wolter's research and writing, ESPN, the cable-TV sports network, heard about the project and asked him to help with a documentary on WWII and sports for the networl<'s Outside the Lincs While writing POW Baseball in World l/l/ar ll, Wolter also contributed to an ESPN documentary about llllWll and sports. program. The episode, "Fields of Battle, Fielcls of Play," premieled last December on Pearl Harbor Day. "They filmed me at Fort Snelling Ìn a l9th-century limestone jail cell," says Wolter. He came away from the collaboration in awe of the enormous resources the writers at ESPN have at their disposal. "What would have taken me years to research took them months or jr-rst weeks." Wolter, who has lived in Chippewa Falls, Wis,, since 1985 with his wife, Laura (KasdorÐ'81, and their three sons, Matt, Karl, and Gus, is also a frequent guest speaker. He recently spoke at the Baseball Hall of Fame on Memorial Da¡ ancl olten speaks lo veterans' gloups. a a à L ,e ln addition to baseball ancl histor¡ Wolter recently cliscoverecl a new passion that he shares with his son, Karl-robotic combat. "We first got interestecl rn robotic combat a couple yeals ago on a trip to London," says Wolter. "While watchlng BBC we discovered RobotWars, a program that had not yet crossed the Atlantic. 'How cool is thisl'we exclaimed, and started to discr-tss ways to create or11' own killer robots." Since then, they have built several 'battlebots' (as they are known in the U.S.) and have cornpeted 1n various competitions. Their robots have featured garden gr-romes, fruitcake, and bowling balls. New clesign ideas include the use of other cultural icons, sttch as rhe Teletubbies, a disco ball, or perhaps even lava lamps or E1vis. ln addition to baseball history, Wolter also enioys building 'battlebots' for robotic combat competitions with his son' Karl Summer 20O2 Sometimes, robóts come home h'om competitions in pieces, "Bnt that is part" of the fun," says Wolter. "Then it's back to the shop to build something new." 4ucs¡unc ruow 27 Class Notes W W 1979 Sharon Lakin Upton, Congratulations and WELCOME, Class Â of 20021 s a member o[ the A^ugrourg Lottege Alumnr AssociatÌon, you are a very important part of the College community and are welcome VISIT THE AUGSBURG BOOTH AT THE MINNESOTA STATE FAIR! Hellertown, Pa., is the new director oI development research at Lehigh University in Bethlehem, Pa. (not at North Carolina State University, as was mistakenly printed in the previous issue of Augsburg Now). 1 980 Stacy Lee (Stephans) Hutchens, Indianapolis, Ind., is to receive various benefits including: men's work-release counselor at . Corporation. Augsburg Now, the quarterly Coilege publication . Bi-annual letters from your class agent, who wilÌ keep you updated on news . . Invitations to Homecoming, reunions, and other special events on campus Access to the library and [itness facilities . Access to Career Services' resources . A special tuition discount for alumni . An alumni directory containing complete information on classmates that is available for purchase . Volunteer opportunities on leadership boards and committees . Opportunities to participate in alumni tours around the world . Legacy scholarships for family members of students and alumni to study toward a degree at Augsburg ATUMNI Blomkest, Minn., recentÌy accepted the pastorate position at Roseau Baptist Church in Roseau, Minn. He previously served the Blomkest Baptist Church near Willmar. 1992 Larry John Anderson, Eagan, Minn., received N.Y, received a $40,000 Houle preaches Sandra (Voss) Wollschlager, Cannon Falls, Minn., recently announced her candidacy for state representative (DFL) from Distrlct 28,{. She has worked for 3M Company lor 22 years, beginning as a lactory worker and advancing to her current position in research and development. She is in her second term on the Cannon Falls Schooi Board. She and her husband, Joe, have two children. occasionally-most He can be e-mailed at <drljanderson@msn.con>. 988 Timothy Todd, El Sobranre, Calif., relocated from France to CalifomÍa last year after obtainÍng a finance manager position at BioRad l-ab. He and his wife, Helene, have three children: Natalie Caroþ, and Christoph. has Jim Weninger, Prior Lake, Minn., is the facilities and maintenance manager at the Toro manufacturing plant in Shakopee, Minn. He has served on the Prior l-ake Planning Commission, as well as on the Metropolitan Council's Water Advisory Board and on the Minnesota River Assessment Project, a position to which he was lived in England and worked at investment banks for the last few years. Michiel can be e-mailed at appointed by former Gov. Arne Carlson. He and his wife, Liz (Wolffl '92,have 99f a daughter, Ginny is a technical coordinator for Peace Corps MalawiS training programs. His wife, Stacia, is the coordinator 1994 doctorate degree recently at Bethany Baptist Church. N.Y. candidacy for a seat in the Minnesota House of Representatives. She will run for the District 638 (DFL) seat, now held by Mark Gleason. She is an independent consultant in the area of corporate citizenship and philanthropy management. in biblical studies Andersonville Baptist Seminary in March 200I. He is an emplol.rnent developer for Ramsey Action Programs and also works with the Filipino American Christian Church of RoseviÌleb Social Concerns Ministry In addition, he America, and the United States. She is currently an assistant professor of adult education at Buffalo State CoÌlege in Buffalo, 1 a from Scholar Grant for Emerging Scholars in Adult Education, which is sponsored by ihe WK. Kellogg Foundation and is given to scholars in Africa, Latin Kristof Nordin, Malawi, Africa, ,4UCSSURC NOW years. Lisa M. Baumgartner, Amherst, 1 2A lnterested in volunteering? Contacl the alumni offlce at 6L2-330-I 17 B or I -800-260-6590 f986 <mYbema@hotmail. com>. ÀSSOCIATION Visit rvith alumni, get a peek into Homecoming activitres, find out how you can get involved, ancl don't forget to enter the gleat 'alumni only' drawings. for Peace Corps Malawi's crisis corps program. They have been living in Africa for more than five The Rev. Patr¡ck Krause, ASSOCTATTON ALUMNI a 98f Michiel Ybema, London, Augsburg College Speclal nights dedicated to alumm are Tlesday, Ar-rgust 27, ancl Thursda¡ Ar-rgust 29, lrom 5-9 p.m. Check out the full schedule of booth events on1ìne at <wwwarrgsbrr rg.ed rr/strte lai r> Riverside Community Correct ions 1 August 22-September 3, 2002 1993 Doris Rubenstein, RichfieÌd, Minn., recently announced her ElIil[INII:rõtlf¡ftl 2002-2003 Alumni Board meeting schedule June 18 August 20 November 19 February 18 April 15 Meetings are open to the public and all alumni are invlted to attend. Each meetrng features a guest speaker from the College community For more inlorrnrtion, visit lhe alumni Web site at <www.augsburg. edu/alumni>. Summer 2O02 ) F W The Augsburg alumni chapter at 3M held a iuncheon May 6. Augsburg College staff and faculty joined alumni and current Augsburg students who work at 3M for a lunch and leadership program. Diane Pike, professor and department chair of sociology, presented "Confounded by LeadershÌp." Augsburg is planning future events at 3M, American Express, We11s Fargo, and LBIAAL. 1 1997 995 a Matthew A. Gooding, Lori (Mosher) Claussen, s Goodyear, ArÞ., has lived in Arvona since he began working wirh rhe Litchfield Elementary Rosemount, Minn., received her master's degree in special education from the University of St. Thomas a s. School District in 2000. 1996 John R. Burt, Fargo, N.Dak., married Kara Miller in December. He works at Scheels All-Spons. Teresa (MacNabb) Barbara Kaufmann, manager of 3M education contr¡butions, presented the 3M scholarsh¡p and 3M match¡ng gift checks to Ron Nelson '68, vice pres¡dent and controller at 3M and member of the Augsburg College Board of Regents, Kysylyczyn, Roseville, Minn., passed the Certified Public Accountant Exam in February; she is a staff accountant at John A. Knutson & Co., PLLB and can be in December. She is teaching in Independent School District 196, working with students with specific leaming needs, at Rosemount High School. Michele McNaughton, Mahtomedi, Minn., joined the staff of Catalyst Medical Clinic, PA., in Watertown, Minn. She will focus on women's health care, pediatrics, and diabetes. a e-mailed at <tck@Knutsoncpa.corïÞ. S" A. L s (_) m Ami Nafzger '94:. Finding cultural connections by Cherie Christ Aml Nafzger beheves the Augsburg College Pan-Asian Association changed her life. A native of Chun Ju, Korea, Nafzger was adopted by an American famrþ in 1975 at the age of four. Growing up in Minong, Wis., and a later move to Willmar, Minn., left Nafzger with very few AsÌan connections. Determined to keep a promise to her dying mother that she would graduate from Augsburg, Nafzger worked three parr-rime jobs to pay for school and living expenses, leaving little time for involvement with the campus community But. it was an encounter her freshman year with Lee Hoon Wong Benson, then Pan-Asian Services director, that changed Nafzger's life. Ami Nafzger '94 established G.O.A,t,, an organization committed to providing knowledge about Korean culture to Korean adoptees. Frightened and hesitant to approach other Asians, Nafzger remembers, "I had never even talked to an AsÌan before." Benson not oniy encouraged Nafzger to ger involved in varÌous campus events and organlzations, including Pan-Asian Services, but to build friendships within the Asian community Her connection to Benson provided Nafzger a sense of pride ln herself as an Aslan, and also as an individual. In 1994 Nafzger completed her social work degree, and now has built her career around 1t. With a need to better undersknd her heritage and with few concrete reasons to stay in the United States, Nafzger returned to her native home, Korea, in 1996. In 1998, after extensive research on Korean adoptees, Nafzger established G.O.A.L. (Global Overseas Adoptees Link), an organization committed to providing knowledge about Korean cuiture. G.O.A.L. acts as a voice for many Korean adoptees by providing positive links to their Korean culture. Developed specifically for these adoprees, G.O.A.L. provides a variety of resources such as translators, guides, home stays, and birth search depar[ments to those who wish to learn more about their culture. Nafzger says, "Afier so many decades I felt there needed to be something established in Korea for adult adoptees as they return to their birth country" I Although on occasion frustrated by a lack of support from the Korean government, Nafzger believes there are many benefits. HelpÌng adoptees understand where they come from is the most rewarding part of her job. work connected her to addirional associations around the world. in addition to her work with GOACC (Give Orphans a Chance to Choose), which helps provide hands-on assistance to adult orphans in Asia, she is also a member of an international planning committee working with sister adult adoptee organizations in Europe and America Nafzger's Nafzger believes that her work is "helping to break down the prejudlce and misunderstanding thal separates Koreans from adoptees and adoptees from each other." For additional information, vislt G.O.A.L. online at <www.goa1.or.kr>. Chene Chnst is ø communication speciølist in the Ot'Jice Summer 2OO2 oJ Public Relations and Contmunication. 4ucsnunc ruow 29 Class Notes ffi Births/Adoptions Auggie Conversations Jeannie (Shaughnessy)'88 al fresco and Joseph Hodges, Alexandria, Dine ancl converse with fellow Augsburg alumni and friends on some of the Twin Cities' best ontdool patlos for Auggie Josie, in February. Va.-a daughtea Campbell Amy (Johnson) '89 Conversations al fiesco. Rernaining sunìmer dates are: Tuesda¡July 16, 5:30 p.m. Jennifer (Ohlin) '91 and and Patrick 952-47r-8513 An Augsburg alum will lead a 'sporty' conversation-j oin the team! Please RSVP lor the above events to the Alumni./Parent Relations offÌce, ó I2-330- I I 78, or e-mail <alumni@ augsbr,rrg.edu>. Particlpants are responsible for the cost of thelr meals and dlinks. Visit the alumni Web site for more information at <www.augsburg.edu/ alumni,/gatherings.html>. daughter, Alexis Leigh, inJanuary Kenndy D. (Bade)'00 and Kirk Lewis-a son, Owen, in January. lan Quello'38 correctly identified Olive Berg'38 (far Ieft) in this photo from the'Remember When' contest in the spring issue. An Augsburg t-shirt is on the way! Laura ahrmna, will lead the conversation. on Lake Minnetonka 3746 Sunset Dr., Spring Park Minn.-a Dan (Carlson)'92 Lold Fletcher's Old Lake Lodge Stefanie (tindell) '98 and Falk, Sauk Rapids, Minn.-a daughter, Olivia Joan, in March. She joins older siste¡ Emily, 3. stage ancl screen and Augsbr-rrg Tuesday, August 13, 5:30 p.m. Denmark-a son, Christopher, in February. Bruce Lender'98, Coon Rapids, and John Hanson, Falcon Heights, Minn.a son, Noah John, in December. Hejoins older brother, Bennett. WA. Frost & Cornpany 374 Selby Ave., St. Paul 651-224-57r5 Carolyn Pool'91, actress of Louise L. (Andersen)'97 and Jacob Karlstad '97, Lyngby, N E F-! LI ro Guernsey '86, St. Paula son, lan Patrick, in March. Pictured, clockwise from top, is Patrick'86, Alan, Robert, Josephine, lan, Laur a' 92, Thomas, and Angela. Laura (Ferry) '92 and Matthew Lee, Prentice, Wis.-a daughter, Catherine Rebecca, in January. Alisha (Kaul)'97 MSW and Curt Nelson, Bloomington, son, Zachary Patr¡ck, in March. He joins older brother ErcrcTKIIIE Alumni Book Club Spotlight What does it mean to say "I exist?" What is existence and can we say anything about it? If questions like these interest you there exists a book club for you. The Nature of Being alumni book club is looking for members. The group meets on the second Tuesday of every month at 7 p.m. The next book up for discussion is An Enquiry on Human Understanding, by David Hume. If you are interested, call Bob Fitzsimons '96 ar 612-926-2059 or e-mail him at <rtfitzsimons@mmm.com>. Other active book club categories include Pulitzer winners, American novels, mysteries, and women fiction writers. If you are interested in joining an existing book club or starting a new one, contact the AlumniÆarent Relations office at 612-330-l l78. Minn.-a a a Jeremy, 3. Alisha is a school social worker for Independent School District 196. s. à ô Q a o s. ã ! o U On September 8, Tim Vadis'94 married Kari Lee at Viking Lutheran Church near Alexandria, Minn. Tim's father, the Rev. Vadis'64 presided. Tim's mother, Anita (Berg) Vadis'6O was prcsent also, of couñse, having been "up to her eyeballs" in the wedding preparations. Pictured seated, L to R: Carmen (Neseth) Berg '65; Anita (Berg) Vadis '66; Darryl Carter'65; Lona Berg Froyum'69; and Carla (Quanbeck) Walgren'64. Second row, L to R: David Berg '66; Christina (vadis) Jones'95; Marilyn (Quam) Larson'66; Kristin Ftoyum'00; Kim Vappie'98; and Michael Walgren '64. Back row, L to R: Allen larcon '66; Timothy Vadis '94 (groom); Bryan Maloney'93; and the Rev. James Vadis'64. James Brenda Seaver'00 married Justin Dittrich 'Oi September 29 at Family of God Lutheran Church in Brooklyn Parlç Minn., wherc Justin is director of youth and family ministries. The Rev. Sonja Hagander; Augsburg's associate college pastor, performed the ceremony. The Rev. Paul Burow'84 also participated. 30 ,4ucsnunc now Summer 2002 ) ! I Oscar Galstad '26, Redwood Falls, Minn., died in April; he was 97. Known as a 'Jack of all trades," Galstad traveled many paths. He worked ar the Redwood Falls post Office for 18 years, rhen wenr on to operate a farm in Delhi. He also served as a civil service secretary was elected secretary-treasurer to the Minnesota Federation for Post Office Clerks, served as clerk of Consolidated School District IB for six years, continued farming until 1975, arrd more. He served on several boards and committees, and received numerous honors, including a citation lrom the U.S. Department of Agriculture and the Redwood County Outstanding Senior Citizen Award. Jessie M. Christensen'29, Orlando, Fla., died in ApriÌ. She was a retired teacher. Mathilda L. Sageng'31, Fergus Falls, Minn., died in March; she was 94. She was a social studies teacher and guidance counselor at the Hutchinson high school for many years o[ her long career in teaching. After retiring in I972, she traveled extensively Dedicated to service of her church and communlty, she donated the land on which the Zion-Sarpsborg Church of Dalton stands. Marie (Pierce) Mitlyng'37, Montevideo, Minn., died in April; she was 86. She wo¡ked fo¡ the National l¿bor Relations Board and the Department of Agriculture, living in San Francisco, Cincinnari, Chicago, PeorÍa, and Washington, D.C. She was also a member of the National Organization o[ Women, and enjoyed working in her church and reading. Ardel le (Albertson) Versen '39, Waterloo, Iowa, died in March. She \¡/as a retired teacher. Margie M. (Jensen) Green '40, Norwood Young America, Minn., died in February; she was 83. During WWII, she served as a nurse in the ArmY, receiving a Bronze Battle Star, an American Theater Ribbon, and an EAME Theater Ribbon. She was an Summer 2002 Eastern Star member and served in several positions; she was also active in the United Methodist Church in NYA, holding several offices and as a Ladies Aid member. From 1975-1987, she worked part time at the Young America Library and was always on the look-out for her patrons' favorite reading materials, personally calling them when books arrived that might be of particular interest. The Rev. Alton Halverson'43, Park Rapids, Minn., died in March; he was79. He sewed as a missionary with his wife on the island of Madagascar for eight years, then worked in the national World Missions office in MinneapoÌis, serving as secretary for interpretation and promotion f.or 23 years. He traveled on all continents, making films and gathering information for the promotion of global missions in the U.S. He later served as director of public relations at Golden Valley Lutheran College and then as director of church relations at Augsburg. Edna C. (Oseth) Sausser'56, I-akeport, Calif., died in March; she was 72. She moved to Califomia in 1976, where she was a security guard until retiring in 1986. Prior to moving, she also served as a security guard for Barn's lnternational Securities in Bloomington, and was co-owner of Ken-Rich Enterprises. The Rev. Joan (Everhart) Stavig '56, Brooklyn Center, Minn., died in April; she was 67. Beginning in1977,she made I5 missionary trips to Haiti, followed by numerous other overseas missionary trips to Jamaica, St. Maarten, South Africa, China, India, Sri Lanka, and the Philippines. She was ordained by the Spiritual Life Training Center Bible School in 1987, and shortly thereafter started Flag of the Nations, which is primarily an overseas ministry specializing in short-term, long-term, individual, or group missionary trips. She was also a travel agent, and her commissions heÌped to support rhe ministry Flag of the Nations built a medical clinic in the Philippines, which was completed in 200I and dedicated this past May Ronald E. Nelson'67, Grand Rapids, Minn., died last November after a long, courageous battle wÍth brain cancer; he was 58. He worked for ltasca County as an assessor and also was a composer and publisher of music. He was director of the Blandin Male Chorus, as well as a past director o[ the Community Chorus and interim director at Zion Lutheran Church. He was also a vocalist and soloist with prestigious choral groups. He is survived by his wife, Suzann (Johnson)'68, and two daughters, Senja and Siri. Ruth E. (Anderson) Lofgren '75, St. Anthony Village, Minn., died in May of multlple myeloma; she was 77. She was an employee of the Board of Pensions of the ELCA for 14years, and aÌso enjoyed teaching Bible study classes and preparing retreats in with a psychology major; as a student, she sang with the Augsburg Choir, and also traveled with the contemporary ChrÍstian singing group, the Con¡inentals. She is survived by her husband, Erik; parents, James and Karen; and siblings, Blair, Jeremiah, Benjamin, and Rebacca. Sara Marie Turpin '03, Albertville, Minn., died in May of leukemia; she was 2I. She was a junior in Augsburg Weekend College, majoring in communications. Leslie M. Jones, Columbia Heights, Minn., died in May as a result o[ medical complications; he was 41. He was an integral and dedicated member of the Augsburg communit¡ working in the facilities department slnce January 1994. He was also a member of the Minnesota Home Brewers Association. He is survived by his wife, Cindy (also a member of the Augsburg facilities staff), and two children, Angelena and Leslie II. Richard Clark various churches. Little, Heidi Huber'92, Long Lake, Minneapolis, died in March of Minn., died in April of malignant melanoma; she was 33. She was a Peace Corps volunteer from 1993199ó, and earned her masterb degree in education from Harvard University in 1998. OnJune 2, a new booth at the annual Grand Old Day festival in St. Paul offered free samples of sunscreen as a tribute to Huber; the festival was her favorite summer event. Her friends and famiÌy working in the booth also sold lshirts and hats to raise money for the American Cancer Society and a scholarship in Huber's nâme at Augsburg. Tamara (Aakre) Jerde'00, Apple Valley, Mìnn., died in March after a long battle with a brain tumor; she was24. She was a counselor at Inspiration Point Bible Camp and was Rollag, Minnesota, Steam Thresher Queen. She loved music and played the piano, flute, and oboe. She graduated from Augsburg at the top of her class pancreatic cancer; he was Education & 56. His Housing Equity Project has been based at Augsburg, and he has been a great friend and celebrant of Augsburg's engagement in the life of the city and in partnership with such entities as the Project for Pride in Living and the Minnesota Minority Education Partnership. In November, he received the 2001 Minneapolis Special Recognitìon Award, honoring his lifelong commitment to Mìnneapolis. For 20 years he worked ln federal housing programs, leaving to work as a consultant and voiunteer, dedicating rhe resr of his life ro Twin Cìties civil rights and urban and housing issues. He died as he lived-with dignity, grace, and much love. 4ucs¡unc now 31 I o ^ o ¡¡ O o EDITOR'S NOTE: In honor of National Tèachers Week in May, Woman\ ne teacher who stands out was my high school philosophy/American government teacher. He was the first really avid reader I ever met who shared what he read with me (and other students). Sophie's Choice inspired a great class discussion. Besides teachÌng, he and his wife owned a () bookshop in town, and they employed me there. I never s. made any money, because I had the option of taking my pay in books. Oh, the books I earned while there. I babysat hj.s children. He coached me on our Hi-Q and Knowledge Bowl teams (thj.rd in State that yearl). He was the one who encouraged me to go on to college, and I became the only one in my family to ever do so. My first Christmas home from college, I was in a severe kitchen accident, and Fran Baker spent the next two months ìn the hospital, recovering from burns and undergoing surgeries. He was lhere, dressed in surgical cap and gowrr so as not to infect me. He brought me books and talked about what he was reading. When I dropped out of college the following year, ít was his disappointment in me that I most dreaded. My family, who could never understand why one would go to college to study English in the first place, never gave me any grief about dropping out. lt was much wiser, in their eyes, to go out and get a job and make moneir It was my teacher's voice, nagging in the back of my mind, that encouraged me to go back to school now And when I return home, it is not my classmates I go visit, but him and his family He is the one to whom I Day magazine requested stories by readers whose lives were changed by teachers. Here are two that were submitted by Augsburg women: teachers can point to a parent who, in the f think many "parent" and "classroom teacher," provided I dual role as Ian early love of learnlng and teaching. I am no exception. My mom, E. Cecil Gregoire, was an English and physical education teacher for the Cannon Falls (Minn.) School District from 1967-86. As a farm wife and' mother to 11 children, she used her love of learning, curiosity about the world, and teaching expertj.se to direct us through family outings, 4-H, athletics, K-12 school, college, and service to a larger community I didn't realize until after she had died thls last September the gifts she gave to her students and to her community during her tenure as a teacher. At the wake and funeral, former students and communÌty members warmly remembered Mrs. Gregoire as the white-haired basketball coach for the boys and girls team; the teacher of folkdancing, dodgeball and volleyball, as well as good sportsmanship, manners and cooperation; the caring adult who told young H.S. graduates that their nexl step was college; and the "vocal" taxpayer, small town school supporter, and self-designated adviser and watch-dog of the schooi board. We had a gara,ge sale this last Saturday to disburse her estate and to raise funds for the school playground in her memory As I boxed up the Grollíers Encyclopedia and the o o Booh of Knowledge for the next s. family of learners, I realized E how vitally important teachers are to their family and to the larger community. Her legacy lives on in how that knowledge and those life lessons have transformed us, our families, and those with whom we live, work and play into the next generation of "teacher" and community leaders. show off my children. And my current report J eanine cards. Professor of Education Fran Baher, Weehend College student and McNair Scholat maj onng in English and history 32 .AUCSBUnC ruOW Gregoire, Assistant Jeanine Gregoire Summer 2002 ) KOflZt E B F n ru ru 'rg t@ Ð E il ¿! - tr WA ffi@ t H il nn N THURSDAY SEPTEMBER 26 . . D fT Ea t_¡ N I w OII -- ffi T: Athletic Hall of Fame Banquet Variety Show & Coronation FRIDAY SEPTEMBER 27 . . Homecom¡ng Convocation Master of Arts in Leadership event SATURDAY SEPTEMBER 2B r Auggie 5K Mississippi RunA,A/alk r Pan-Afrikan Alumni-Student E I E! Basketball Came M m . Homecoming Pep Rally o Picnic in the Park . Homecoming Football Came å . . L:- !ffi ffi . . ËT . vs. Custavus Adolphus Homecoming AIumni Awards Social & Dinner Class Reunions oÍ 1952, 1962, 1977, and 1992 Pan-Afrikan Alumni Reception 6th Annual M. Anita Cay Hawthorne Jazz & Poetry Bash Music Event SUNDAY SEPTEMBER 29 . EI GJ t! Herita8e Society Luncheon o a s. s' Send us your news and photos! Please tell us about the news rn your life, your new job, move, marriage, and births. Don't forget to send photos! year or last year attended Class Street address City ls For news o[ a death, written notice is required, e.g. an obituary, funeral notice, or program from a memorial service. Maiden name Full name this a new address? ! Yes ! No E-mail Home telephone Employer ls spouse also a zip State Position graduate of Augsburg College? ! okay to publish your e-mail address Work telephone ! Yes n No lf yes, class year- Send your news items, photos, or change of address by mail to: Augsburg N ow Class Notes, Augsburg College, CB 146, 22Il Riverside Ave., Minneapolis, MN, 55454, or e-mail to <alumni@au gsburg.edu>. ,4tmmc COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 Spouse name Maiden name Your news: Non-Profit Org. U.S, Postage PAID Minneapolis, MN Permit No.2031 -
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Title: Augsburg Now Spring 2002
Collection: Alumni Magazine Collection
Search Result: Learning and the educational journey T he main rcature in this issue is a package or three stories abou t learning as adults. This "package" seemed LO sugge l itsetr as we took note or the concurrent 15-, 20-, and 25-year annivcr ane this year or program at u ed on adult learning-that Aug...
Show more Learning and the educational journey T he main rcature in this issue is a package or three stories abou t learning as adults. This "package" seemed LO sugge l itsetr as we took note or the concurrent 15-, 20-, and 25-year annivcr ane this year or program at u ed on adult learning-that Augsburg 1s, providing education for people outside or the trad1uonal college ages or 18-22. The e anniversaries occu r just al the ume when Aug burg 1s beginning to foll y understand and rerine the nature or the Lutheran urban education LO wh1 h the College is call ed. In describing the hrelong learning demanded in today's world , President Frame has emphasized and illustrated how Aug burg' -transformauve" educauon responds LO soc1et y's needs and is as appropriate for working-ad ult tudents as it is for students or traditional college age. tudents are changed in di fferent ways during an educational journey. For some it may be the experience with a pani ular proressor and the enthusiasm and park with which he or she teaches the course material-perhaps not rully appre 1ated until years later. Or, it may be the broader exposure to thoughts , values, ,~s1ons, and perspectives not pan or the student's prior worldview. The stories in this issue re fl ect on the growth that comes rrom this kind or educational journey, both through the fo rmal classes as described in the three an ni ve rsary programs, or, as in the story or Pro ressor Eugene Skibbe's an collection, th rough a passion that grows wi th lea rn ing about other cultures and aesthetics. Betsey No rgard Editor We welcome your letters! Please wrne 10 Ednor Augsburg ow 2211 R1verS1de Ave CB 145 Minneapolis, MN 55454 E-mail nowi@aug.sburg edu Fax 612-330-1780 Phone. 612-330-1 18 1 Leners for pubhca11on mus1 be signed and include your name, class year, and day11me 1clephone number They may be edited for leng1h , clan1y, and s1yle. 2002 PEACE PRIZE FESTIVAL... Over 700 school children, parents, teachers, and volunteers were at Augsburg on March 10 for the 7th Nobel Peace Prize Festival honoring the 2000 Nobel Peace laureate, Korean president Kim Dae-jung. Senator Paul Wellstone (center) welcomed attendees. Other guests included Lynn Elling, co-chair of the planning committee (back row, to Wellstone's Immediate right); Olav Njolstad, representing the Norwegian Nobel Committee; and Ole 0veraas, assistant Norwegian consul general (back row, to Wellstone's immediate and second left, respectively). Deb Hutterer ' 99, co-chair of the planning committee, is standing to the right. The Chang Ml Korean Dancers performed the "Fan Dance" during the opening ceremony. Augsburg Now 1s published quanerly by Augsburg College, 22 1 l Riverside Ave., Minneapolis, Minnesota 55454. Betsey Norgard Editor AUGSBURG NOW A PUBLICATION FOR AUGSBURG Kathy Rumpza Graphic Designer Jessica Brown Class Notes Coordinator William V. Frame Presidem Learning for a lifetime: Celebrating 15, 20, and 25 years of educating adults 12 Susan J. Klaseus Vice Presidem for lnslllullonal Advancemem and Com munily RelaLi ons 14 Dan Jorgensen Directo r of Public Relations and Communication Deborah Hutterer '99 16 Imerim Director of Alumni and Parent Relations Opinions expressed in Augsburg Now do not necessanly reflect official College policy. ISSN 1058-1 545 E-mail : now@augsburg.ed u Telephone: 6 12-330- 1181 Fax: 6 12-330- 1780 Augsburg College, as affinn ed in its mission, does not di scriminate on th e basis of race, colo r, creed, religion, nationa l or ethnic origi n, age, gender, sexua l orientation, marital status, stat us witl1 regard to public assistance, or disabi lity in ils ed ucatfon policies, admissio ns policies, scholarship anti loan programs, athletic and/or school administered programs, excepl in those instances wl1 ere religion is a boner fide occ upa iional q11aliflca1io11. Augsburg College is co nuniu ed to providing reasonable t1ccommodations 10 it.s employees and its st udents. www.augsburg.edu & FRIENDS Vol. 64, No. 3 1 Weekend Coll ege: Transforming lives for 20 years by Richard Thoni Master of Arts in Leadership: Learning the arts and ski lls by Bet sey Nor gard College of th e Third Age: Serving older learners for a quarter centu ry by Dan Jor gensen 18 'A Grand Journey' into J apanese art and tradition by Betsey Norgard Postmaster: Send correspondence, name changes, and address correc tions to: Augsburg Now, Office of Public Relations and Communication, 221 1 Riverside Ave ., Minneapolis, MN 55454 . ALUMNI Features Lynn Mena Assistant Editor COLLEGE Spring 2002 Departments 2 7 8 Around the Quad Sports Faculty/Staff Notes 19 Alumni News 20 28 Class Notes inside back cover Auggie Thoughts Calendar 50 percent ,·ecycled paper (10 percent post-consumer waste) On the cover: St udents and staff rnthusiasucally welcomed No11tomb1 Naomi Tutu as the 2002 Martm Luther K111g, Jr. Co11vocatw11 ;peahe,. (L lo R) Jun \Ian Wert '02; Xia Xwng '05; Rozcnia Fuller '0 1, Swdcnt Support Services academ,c adviser; Dega Ali '03; Nontombi Nao,111 Tuw ; and Kevina Nalmva/1 '02. Photo by Greg Helgeson. Grant programs explore vocation, science and civics, teaching, math • $2 million to discover 'vocation ' The Lilly Endowment has awarded Augsbu·rg 2 million over five years [or "Expl oring Our Girts: Connecting Faith , Vocation , and Work ," a program for students, [rom fi rst year through graduation , to explore, understand , and re fl ect on vocation. The program focuses on [our themes: vocation as a li[e approach, vocation as a curricular focus, vocation as education [or service, and vocational awareness in faculty and staff to build their capacities to help students explore vocation. Based on Augsburg's tradition or ed ucation [or se rvice, its Lutheran heritage, and its vision statement , Augsburg 2004, "Explori ng Our Girts" will provide students many opportunities to discover and understand thei r unique gi fts and work in careers as vocauon or calling. All incoming students will encounter the theme of vocation begin ning in their summer onentation programs----even before they begin any classes. Twenty-eight colleges and uni versities received fundi ng from the Lilly Foundation in th is round of projects. Augsburg received a planning grant in spring 2001 for this program; a ca mpus committee led by Professor Bruce Reichenbach and Carol Forbes, academic and learning se rvices, then developed the program proposal. • Blending science and civics Augsburg is one of 45 institutions pa rtici pating in the SENCER program, Science Education for New Civic Engagements and Responsibi lities. This fi ve-year national dissemination project seeks to improve science educati on and develop courses that teach rigorous science content through problems that require scienti!k knowledge and expertise. "SENCER brings together two critical elements in Augsburg's mission: high quality science education and an ethic of service to society," said Augsburg academic dean Chris Kimball. "The project wi ll engage our 2 A-UGSBURG NOW W eekend College student Karla Juetten works with a student in science class at Cedar-Riverside Commun ity School as part of a grant for teaching and mentoring activities. students \vith the challenges facing our world while helping give them the scientific tools required to respond to those challenges." An example of Augsburg's involvement is the development of a course that focuses on urban environmental issues of the . Mississippi River. This interdisciplinary approach combines scientific and civic experience while also addressing community needs. SENCER is supported by the National Science Foundation and sponsored by the Association of American Colleges and Universities (AAC&:U). Professor Joan Kunz, chemistry, coord inates Augsburg's activities wi th the project. • Students teaching students Five Augsburg students--one physics major, two education majors , and two mathematics majors-each spend seven hours per week as teachers and mentors working with six th- to eighth-graders at the Cedar Riverside Com munity School. Their work is part or a two-year, $30,000 grant to Augsburg and the Cedar Riverside School from the National Science Foundation/lndependent Colleges Organization. The program gives Augsburg science and math majors opportunities to explore teaching in these fi elds, and seeks to improve science/math aptitude and build positive attitudes among middleschool students. Faculty members Jeanine Gregoire, education , and Sandra Olmsted, chemistry, co-di rect the project in collaboration with teaching scholar mentor Linda Stevens, ed ucation . • Increasing math knowledge Augsburg was awarded a $29,000 grant by the Minnesota Higher Education Services O ffi ce (HESO) to increase content knowledge in mathematics among educational paraprofessionals. Professo rs Jeanine Gregoire and Linda Stevens, education , are working \vith curriculum coordinators from the Minneapolis, Saint Paul, and Osseo Public Schools to implement the proj ect during 2002-03 . Spring 2002 Kudos ... and saludos... to Augsburg • Saludos Hispanos, a California-based organization, named Augsburg one of " 100 Educators of Distinction" for its efforts to provide education opportuni ties and growth to the Hispanic/Latino community and for its intenti onal diversity. "Augsburg has dedicated itsel f to a legacy of inclusion," said Saludos' president, Tony Sanchez. President Frame, associate dean Ann Garvey, Hispanic/Latino program director Emiliano Chagi l, and senior Joseph Hell Pomares accepted the award on behalf of the College. • For the second year in a row, Augsburg is included in the publication , Great Colleges for the Real World: Get in. Get out. Get a j ob. Colleges are selected who best demonstrate both the education and the opportunities to prepare students for the real world. • Augsburg's physician assistant program has a perfect record of student certification . The 2001 graduating class of 26 is the fifth class to achieve a 100 percent pass rate on the nation al board examination , required to obtain a license to practice as a physician assistant. The national mean score in 200 1 on the q ualifying exam was 489 out of a possible 700; Augsburg's mean score was 610 out of 700. Augsburg's PA program , the only one in Minnesota , began in 1995 as an undergraduate program. During this academic year, it became the College's fourth graduate program, leading to a Master of Science in Physician Assistant Studies. Spring 2002 The new and expanded coral-reef tanks enable biology major Keneeshia Williams to ca rry out research evaluating the effectiveness of water filters with help from Professor Bill Ca pman. The aquaria keep growing A ugsburg may be far from salt water, but its biol ogy department now supports the most unique co ral reef ecosystem of live sand doll ars, sea urchins , sea stars, jellyfi sh , and swimming crabs in the Upper Midwest. Under the leadership of biology professo r Bill Capman , major new components have been added to the original 130-gallon coral reef aquarium system in the biology lab. Through a series of gifts to the College, and countless hours of work by biology department faculty and students, the first phase of a multi -tank system now is able to support addi tional teaching and studem research projects. A large 220-gallon tank , along wi th a se ries of smaller, connected tanks , house a wide variety of marine organisms and can provide stability and life-support for a much larger system. Whe n fini shed, eight interconnected tanks wi ll circulate a combi ned 600 gallons of water and allow students to study the colorful , marine organisms close up in their natural habitat. Click on <www.augsburg.edu/ biology/aqua1ia> to see photos and lea rn more about the new aquari a. Financial leader to address grads T he Class of 2002 wi ll hear from James A. Johnson, a leading Washington banking and fin ance executive, at its co mmencement ce remony on May 19. Johnson is James A. Johnson vice chai rman of Perseus, a merchant banking and private equi ty firm , based in Washington , D.C. , and New York. A native of Benson , Minn ., he previously served as a special assistant to Vice President Walter Mondale, and as CEO of Fannie Mae , a government mortgage lender. He was elected "CEO of the Year" by the George Washington University School of Business and Public Management and "Washin gtonian of the Year" by Washington ian magazine. J ohnson has a nephew in Augsburg's graduating class, and a niece who is also an Augsburg student. A-UGSBURG NOW 3 Around the Quad $1 million gift is largest unrestricted gift in College history byDanJorgensen I f )'OU ask Jim Haglund what values he pla es first in his life, he'll probably tell you loyalty and commitment-to famil •, friends, cornrnunil:): and the causes in which he believes. That lo 'lilt}' and commitment has led Haglund and his "~fe, Kath)\ to make a 1 million gut to Augsburg College, the largest unrestricted gift ever gi,·en to the instituuon he adopted in the early 1990s and has helped lead e,·er since. "l behe,·e in this institution, its leaders, philosophy, ELCA base, and its diversity in an urban setting,· said Haglund, a member of the Colleges Board of Regents. "This gift: added Augsburg President \ illtam Frame, "is a wonderful affirmation of the mts.sion of the College.· ma: Joining the regents in 1994, Haglund, who currently is vice chair of the board, has been a tireless worker and actively inrnh·ed in the decision-making process, semng both on the Executive Committee and m other key committee leadership roles. He and his wife also have been among the Colleges leading donors. already contnbuting more than 200,000 to various programs. Their newest commitment ,~II have a rnaJOr trnpact in helping lead the College through the ne.'1.1. cruaal years of Frames presidencr The Haglunds plan to gi,·e 500,000 now, with the remaining 500,000 as a deferred gift. "I think its important for people to give to causes while they are living." Haglund said. "That wa)' we can see the rewards and enjoyment from the guts that we make." "Their gift was 'first' and 'leadmg' in two ways,· said Frame. "It IS the largest commitment that we have ever received that has been offered ,~thout restriction; and Jim was the first donor to ask me the most welcome quesuon I could have been givenTell me, Bill, what do you need?' Jims leadership at the College has been invaluable, both as a donor and a clear-rrunded ad,~r in respect to our pursuit of mission." Augsburg President Emeritus Charles Anderson 5a)'S he used to have a little recrumng speech for potential members of the Board of Regents that he also used in 4 A-UGSB RG NOW recruiting Haglund. "Eve[)• potential regent during my tenure !from 1980-971 heard the same song: 'We need work-meetings of the board and its committees and calls on prospective supponers; we need 111isdom--special skills and knowledge that the College could not afford to purchase that the)' bring freely to the table; and we need wealth-financial suppon,' • Anderson said. ·1 always concluded m)' little speech with the same tatement: '\Ve need all mree from a regent, but I'll settle for two.' In Jim Haglund, Augsburg has consistently had three-for-mree." Haglund said that while he has projects and programs to wluch he feels a kinship-particularly athletics-he still purposefully made his gift unrestricted. "If there is an efficient administration and knowledgeable and effective board, they are in a much better posttion than a single donor to direct the best "I believe i11 this ins titution, its leaders, pliilosoph , ELCA base, a11d its dive r ity in an urban setting. " - A ugsburg Regentjames E. Haglund way to utilize the funds: he said. "Athletics, though, has been a big pan of my life, since I was sbc years old. I believe it prepares us for life be)'ond athletics " ~th its discipline and teamwork.· It was through an unlikely "athletic" source-Augsburg Pastor Dave Wold-that Haglund, president and owner of Central Container Corporation, a Minneapolis-based manufacturer of packaging products, was proposed as a potential member of the govemmg board. "Jim and I go back to the days when I was the youth pastor at Calvary Lutheran Church in Golden Valley where he was a vef)' active member," Wold recalled. "We first got acquainted playing basketball and racquetball I discovered what a fun guy he was-a guy you could totall)' trust. "After I had come to Augsburg, I read an James E. Haglund article in the Minneapolis paper about how many states had tried to woo him to take his business elsewhere because they could pro,~de tax incentives and other incentives as well. Butjim'.s commitment to Minnesota reminded him of Augsburg's commitment to the city. Plus, his daughter, Dawn, was a student here." Wold recommended him to President Anderson and the rest , as they say, is history Wold said he would put Haglund squarely in the coun of those who love Augsburg'.s liberal ans concept. "He appreciates the emphasis we have on developing th<.: whole person- including the spiritual and the ph)'Sical-beyond just the intellect. He also has a rremendous commitment to family and a great appreciation of his upbringing. The ,'alues that his parents instilled in him are the same son of values he sees represented in students here at Augsburg." And, Haglund said, he suppons Augsburg and other causes because he believes in another of Augsburgs major tenets, service to others. "I believe many of us in business are not given enough credit for our beneficence and for our altruism. Corporate leaders sometimes get a bad rap as being either callous or uncaring when, in fact, they often are people who want to be of semce ,~th the resources that they have." "Theres no doubt that senrjce to others is exemplified in Jim and Kathy Haglund," added Sue Klaseus, ,~ce president for institutional advancement. v\/e at Augsburg are blessed to have them as donors and faithful friends of the College." Spring 2002 Training tech-savvy teachers A ugsburg is completing the second year of the Millennium Teachers Technology (MT2) project, fund ed as part of the U.S. Department of Education's Preparing Tomorrow's Teachers to Use Technology (PT3) program. The MT2 project offers activities and opportunities to both Augsburg's education facu lty and a group of current education students to understand and integrate techn ology in the classroom. It also includes nine partner elementary and secondary schools, mostly in Minneapolis. In this second year, emphasis has continued on "changing attitudes, building a knowledge base in technology, and specific skill development of both faculty and students," said Sonja Schmieder, project director. Teachers and students participate in training sessions, visit model technology schools, and work individually with technology specialists. The goal is for education departments to become comfortable \vi th new applications of technology so that standards can be established for teaching prospective teachers, their students. The group of studen t "technology advocates" meet weekly as a group and spend time in the project's "tech center" learning both how to use new applications as well as how to be leaders in urging their integration into the classroom. For Weekend College education major Gretchen Vickerman, the program has already helped her in the classroom . "I am always looki ng for ways to inco rporate technology to help the teachers or make the lessons more interactive and interesting," she said . Elementary education major Jennifer Schroeder echoed this experience. "My enthusiasm toward technology has had a lasting impression on both the teachers and students I have wo rked with. The students get excited when they know I'm coming to visit. They are just as excited as I am in discovering what technology has to offer," she sai d . Augsburg has also taken the lead among the Minnesota PT3-funded institutions in sponsoring workshops related to integrating technology in educati on , e.g. research in using technology, technology in instructi on and classroom management, and hands-on experience v.~th handheld computers. Auggie Colleen Carstensen wins 'Miss Teen United States' A ugsburg ~ tudent Colleen Carstensen won the title of Miss Teen United States at the national pageant in November, for 13- lO 19year-olds. Coi ncidentally, Colleen Carstensen a Minnesotan also won the title in the younger teenage contest. Carstensen , a 19-year-old student Spring 2002 from Hastings, Minn ., has previously won several beauty competitions and received numerous other acclaims, including a Discover Card Gold state award and Tribute Scholarship , and figure skating titles. Since childhood , she has struggled ~th dyslexia and uses this as her volumeer service platform . At the beauty competition, her theme of "Accentuate the Positive" suggests ways to use strengths to overcome weaknesses. During her on-stage inter.~ew, Carstensen mentioned Augsburg's Cl.ASS program and how it can help students v.~th learn ing disabilities to succeed in their academic studies. Technology advocates Jackie Heyd a, Jennifer Schroeder, and Shalinda Sherrod, all elementary education majors, attended the t echnology strand of the National School Board Association's annual conference in Atl anta last November. New student support programs established W ith a grant from the U.S. Department of Education , Augsburg has established two programs to aid lowincome, first-generation college studems and studems \\~th disabilities. The TRI O/Student Support Se rvices program provid es academic and personal support through workshops , assistance , counseling, STUDENT SUPPORT SERVICES and other activities from studems' first enrollmem through graduation . Assistance includes improvi ng study skills, budgetmanagemem skills, identifi cation of financi al aid, cultural enrichment , ca reer exploration , and leadership opportunities. In additi on, a four-week summer bridge program wi ll assist students \vith transi tion to the coll ege experience. TRiO A- GSBURG NOW 5 Around the Quad Students receive 'Destination 2010' scholarships T wo Augsburg students have received I scholarships through the Minneapolis Private College Council to participate in the Destination 2010 program , a joint community partnership program that seeks to transform the educational experience of urban school fourth-graders and help them aspire to a college education. Junior Zachary Da\~es is a religion and psychology major who is a mentor at Andersen Elementary Community School , linneapolis. ophomore Angie Foster is majoring in religion and history and serves at Elizabeth Hall Community School, also m 1inneapohs. Destination 2010 elementary students who gradua te from high school will receive scholarsh ips for their postseconda ry educa tion . Studying Buddhism and Christianity in Thailand Sophomore Ariann Russ enjoys the beauty of Ayuthya, the former capital of Thailand. Forty-three students, led by religion professor Brad Holt, and also with adjunct professor Jerome Holtzman and Adrienne Kaufmann, Center for Global Education, traveled during January Interim to Thailand for the course Buddhism and Christianity in Thailand. The course also included eight StepUP students and director Don Warren. 2002 Batalden Seminar in Applied Ethics April 5, 2002 "A Critical View of Affirmative Action" Peter Bell, Hazelden Foundation 10 a.m. Convocation 11 a.m. Panel discussion Hoversten Chapel, Foss Center Join the retirement celebrations A lumn i and fri ends are im~ted to share in the celebration \~ th fac ulty and staff members who are retiring. Watch for a postcard in the mail with this yea r's retirees and celebrations . Norm Holen , pro fessor of artClosing of exhibit, "Retrospec tive," and retirement party, April 18, 2002, 4-7 p.m. , Alumni Gallery. • Don Warren , Rep. Alice Hausman, left, talks w ith Augsburg students Leah Spafford (second from left) and Brooke Stoeckel (right), and media relations manager Judy Petree (second from right) at Minnesota Private College Day at the State Capitol on Feb. 21 . 6 AUGSBURG NOW director, StepUP ProgramRetirement recepti on , May 6, 2002, 4-6 p.m. Norm Holen's "Adolescent I" Spring 2002 Sports Auggies fight to clinch eighth national wrestling title byDonStoner I n recent years, there hasn't been much doubt when Augsburg has won the NCAA Division lil national champi onship in wrestling. In fact , the onl)' doubt has often been in how large the margin of vicLOry would be. In Augsburg's prior seven national Lille seasons, the average margin of vicLOry has been 34 poims-more than 42 poi nts in each of the four most recent national title years. Bul this year's eighth national championship in Auggie hisLOry more than made up for the lack of drama in the prior seven years. Augsburg entered the national championships, held in Wilkes-Barre. Pa .. March 1-2 . as the overwhelming favorite LO win the national Litle, and by anmher large margin . Four Auggies were top-ranked in their weight classes, and Augsburg was the only school to have wrestlers qualified in all 10 classes. Augsburg had won its 16th straight MIAC championship by wi nning all 10 individual titles for on ly the second Lime in conference history. Observers believed another "slam-dunk" national title was a vi nual cen ainty. But by the final round , the Auggies were in unfamiliar territory. Two topranked wrestlers had been eliminated ea rly in the LOurnament, and just three wrestlers were in the hunt for national titles. The Auggies led perennial rival Wanburg (Iowa) by six points and upstart Upper Iowa by jusl nine points in the team race. And going into the 10 national championship matches, the lead was even closer, as the Auggie lead was cut to jusl two points. When senior Tony Abbou beat Upper Iowa's Jorge Borgen 2-1 in the 164pound championship match , iL clinched the national Litle for the AuggiesAugsburg's eighth in the last 12 seasons. an NCAA Division Ill record . Augsburg accumulated 87 points lo win the national Lille for the third season in a row, a feat unprecedented in the 29-year hisLOry of the Di,~sion Ill tournament. "He was the most imp roved wrestle r Spring 2002 -II· - ._. ;"·-...' -- we had as a freshman . from freshman to sophomore, from sophomore LO j uni or. and from junior, Lo seni or," said Augsburg head coach Jeff Swenson . •\ I. .,,. "Tony Abbou just kept -• .;i. I on getting beuer and better. He epitomizes the 41' ... -~,_,._ one-percenti m provement-a-day philosophy that our program has. " Augsburg 's Tony Abbott (back) maintains control of Upper Iowa's Jorge Borgen en route to a 2-1 win at the Division Ill Wrestling "I knew il was National Championships. close, and I knew that one or two of us were going LO have LO ,vin , for sure," Abbmt said . "My match was reall y important , because l was wrestling a guy from Upper Iowa, and that's a big s,ving either way, whoever ,~~ns. I knew if l would ,vin, il ormer Augsburg College men's hockey would help seal the deal. " coach Ed Saugestad was honored for Team depth proved LO be the his contributions LO the growth of amateur difference for Augsburg. The Auggies hockey ,vi th the American Hockey recovered from the early loss of their two Coaches Association's John Macin nes top-ranked wrestlers by having six AllAward . Americans, the second-most of any school. This awa rd , named for the former "You lose two No. 1 wrestlers and get Michi gan Tech head coach , recogn izes no points out of them ... it was a real effon coaches who have achieved exceptional for th e guys that were left in the success with athletes on and off the ice. tournament to compete and do what they Saugestad wi ll be honored al th e AHCA did ," Swenson said . Coach of the Yea r Banquet in April. Seni or Nick Slack, the 174-pound Saugestad coached Augsburg to a 503national champion in 2000 and national 354-2 1 in a career that spanned 37 seasons runner-up last yea r, finished second again (1958-96), a ,,~n total second on ly LO Don this yea r. Junior Ricky Crone, a transfer Roben s of Gustavus Adolphus (5 15) from Nonhern Iowa, finished second al among Division Ill coaches. 184 and ea rned All-American honors for Saugestad began his Auggi e coac hin g his first time as an Auggie. caree r wh ile still a studem at Augsburg. He Senior Brad Fisher placed founh for graduated with a double majo r in physical the Auggies at 141 , earning All-A merican educati on and biology in 1959. ln additi on honors for the third time in his career. LO coaching hockey for pans of five Senior Kevi n Rasmussen moved up a spot decades, he also se rved as Augsburg from his sixth-place fini sh last season to football coach from 1959-84 (head coach place fifth at 197 pounds. Junior Mike in the 1970-71 seaso ns); men's athl etic Fl anagan , seeded eighth al heavyweight direcLOr from 1981-87; and during his and a first-Lime All-American al Augsburg, entire Augsburg caree r served as an finished eighth . instructor in the school's health and r. _. Saugestad given hockey honors F Don Stoner is sports informalion coordinato,: physical education depanmenl. A-UGSBURG NOW 7 Faculty/Staff Notes NOTEWORTHY Garry Hesser, sociology and metro-urban studies, received the "Pioneer of the Year" award from the National Society for Experiential Education. Grace Dyrud , psychology, was included in the 2000-01 edition of W/10s Who of Amc,ican Women and in A Tribut e to Outstanding i\finncsota Women. In October, she co-taught the beha,~or anal)•sis unit at Rogaland College in Norway. Noel Petit, computer science, and Mark Engebretson , physics, were featured in The Antarctic Sun for their research funded by the Nauonal Science Foundation. The story describes the work of six Automatic Geophysical Observatories (AGOs), small orange cabins fu ll of automated data recording equipment scattered across remote regions of Antarctica that study the space environment just outside the atmosphere. Engebretson IS one of the principal mvesugators in the project. Once a year, 5-7 gigab)'tes of data from the six AGOs is shipped to Augsburg, where computer science students, led by Prof. Noel Pem, download ll and post it to a Web site. To read the anicle, ,~sit <www.polar.org/antsun/2002_01131>. In print Encyclopedia of Russian Women 's Movements By Norma C. Noonan (editor), political science , and Carol Nechemias (editor) Greenwood Press , 2001 Norma Noonan's task as primary editor in creating this compendium was enormous. Over five years, she and her co-editor compiled a comprehensive Norma C. Noonan resource about Russian women, organizations, and movements supporting women's issues from the early 19th century through the end of the oviet era. The editorial work involved not only original research and writing, but coordi nating and editing the work of 50 scholars from around the world who contributed approximately 150 major articles. The entries are grouped into three chronological periods, each introduced by a general essay. Interpreting "women's movements" broadly, the work focuses on Russian women's struggles and activities on their behalf for education , suffrage , equal opportunities, and social programs. Much of the material on recent movements and groups is not available elsewhere in Western publications. For those studying women's roles in the West, it provides good bases for comparison across time , says Noonan. ln addition , the book contains a glossary, special terminology, chronology, and suggested readings. "Although new women's movements are constantly cropping up, the book should stand the test of time in terms of existing groups and historical groups," says Noonan. "I think we tried to identify the major individuals, concepts, and groups in the Russian context, and that should provide a work of lasting value in the field of Russian and women's studies." Death and the Statesman: The Culture and Psychology of U.S. Leaders during War PRESENTING/PERFORMING Norm Holen , an, received an award of excellence for his term cotta sculpture, "Woman m the Wind," m the Extremely Minnesota exhibition at Robbin Gallery. Don Warren and Dave Hadden, StepUP Program, presented a sess10n, "Recovery as a Prevention Technology on the College Campus" at the 15th Annual National Meeung on Alcohol, Other Drugs, and Violence: Prevenuon m Higher Education . Lois Bosch and laura Boisen , social work, presented their study on the ethical nature of dual relauonsh1ps among school social workers in rural, non-urban areas at the annual conference of the Western Alliance of Social Work Organizations. Sumin Hsieh and Nancy Rodenberg , social work, presented papers at the Diversity Conference for Social Work Education and Pracuce at the University of South Carolina . 8 A-UGSl3URG NOW By Joseph B. Underh ill-Cady, po litical science Pa lgrave, 2001 At a time when American citizens are becoming increasingly engaged in fighting an "axis of evil ," Joe Underhill-Cady's book penetrates the pysches of national Joe Underhill-Cady leaders and decision-makers to explore Lheir motivations about how and when they made decisions about wa r. Through their writings, memoirs, biographies, and foreign policy speeches, Underhi ll -Cady studied the "foreign policy elite"-presidents, State and Defense Department officials, and members of Congress--who led the country over the past ce ntu ry. He especially focused on their views toward American deaths in these con0 icts. His findings show that decision-makers are not simply concerned with strategy and security but fo rn1ttlate policy that deals as well \vith their own fears of death and desires for immortality. Their policies re0ect the desire to project these fears into actions aimed at defeating death itself. When this becomes institutionalized, opposition to this policy (and thus to the war) becomes difficult. For the U.S., war is increasingly being waged using so phisti cated technology, thus decreasing the number of deaths in war and allowing American forces to fi ght overseas \vith minimal risks to their own lives. Underhi ll-Cady's conclusion is that the discourse on war should avoid abstract, dehumanizing language, and that the national dialogue about foreign policy should include introspective re0ection to guard against jingoism and the unnecessary use of force. Spring 2002 Exploring the 'physicist's kitchen' Prof. Viacheslav (Slava) Pilipenko believes that learning is more than facts and figures. He is head of the Wave Geomagnetic Fields Laboratory of the Viacheslav (Slava) Institute of the Pilipenko Physics of the Earth in Moscow and returned to Augsburg last fall for coll aborative research with Prof. Mark Engebretson. During the fall Pilipenko also taught a course tilled Secrets of a Physicist's Kitchen , in which he helped senior physics students understand the practical, everyday tools ph),sicists have used in making discoveries in their fields. Examples he used derived from the study of waves in geospace. Pilipenko is a strong believer in broad liberal arts ed ucation . He encourages students LO take advantage of all learning opportunities since they must prepare to compete in a global marketplace of highly- qualified scientists. Impressive LO him about Augsburg's physics program are the frequent contact between faculty and students, the experience students can receive in data analysis and programming, and the opportunities to participate in professional conferences. "At Augsburg," says Pilipenko , "students are being taught the most important skill-how LO learn-because eve1yone will need this ski ll most during their lifetime." Pilipenko and Engebretson's research , fund ed by the National Science Foundation, has suppo rted regular visits by Pilipenko LO Augsbu rg since 1997 LO jointly study the Earth's space environment. Their research focuses on wave aspects of the physics of the northern lights (aurora borealis) as well as on rece m efforts to understand geomagnetic storms, which can disrupt electronic communications and na,~gation systems and even damage orbiting satellites. Pilipenko returns to Augsburg next fa ll. Rodenborg testifies for children Prof. Nancy Rodenborg, social work , testified in December at the State Capitol befo re the Senate Jud iciary Commiuee, , hich held a hearing about Nancy Rodenberg disproportional representation of African American chi ldren in child protection . The session was introduced by Augsburg social work professor Glenda Dewbe rry Rooney. The heari ng was arranged by the Children's Defense Fund , seeki ng to bring public auemion LO the high proportion of African American chil dren in Minnesota's chi ld protecti on system. In fact , says Rodenborg, the proportion of these children to their population is the highest of any state in the nation . Spring 2002 Based on research for her dissertation , Rodenborg testified that poverty influences the child protection ou tcomes such that poor children remain longe r in the system . Even while onsidering the effects of poverty and other va ri ables, by just being African American , children remain lo nger in the public protection system . "I stated [to the commiuee] that this suggested la rge-scale indirect d iscrimin ati on ," says Rodenbo rg, "which is very controversial." She exp lains that the child protection issues appear LO be simi lar to those faced in the criminal justice system, where African American men are also disproportionately represented . The J udi ciary Commiuee hopes to draw public au ention LO the problems in the ch ild protection system as they prepare to presem a report LO the Legislature. PRESENTING/PERFORMING (continued) Ann Lutterman-Aguilar. enter for Global Educauon , lex, o. presented a workshop and po ter session , and Garry Hesser. soc10log)' and metro-urban stud ies. presented a session at the annual conrercncc or the auonal Socicl)' for b7Jcrienual Education . Glenda Dewberry Rooney . soCial work . spoke 10 the class or future deacon and la)' nunisters or the Catholic Archdiocese or Saint Paul and l\linneapolis about expanding awareness or race, ethnicity, and gender. Joan Thompson , English . presemcd "Environmental Atlltudes Meet Cult ural Loss: The Dam in D'Arc)' le ickle's \\'ind from an Enemy Sliy ," 10 the Western Literature Associauon annual meeting. Bridget Doak. musi therapy, presented on adolescent substance abuse at the American Music Therapy Association conrerencc Lejeune Lockett. Center for Global Education. l\ lexico, presented a slide presentation on her research about Arromexicans at the Congress or the Americas in Puebla . Mexico . She also gave the keynote add ress at the honor convocation al Jarvis Christian College 111 Hawkins, Texas. Gretchen Kranz Irvine , education , copresented a workshop on 1ransfom1auve teaching at the National Association for the Education or Young Children's annual conrerence. Jacqueline deVries. history, presented '"The Right to Labour, Love . and Pray': the Girls' Friend ly Soc1et)' and Workmg-Class Domesticit)', 1875-191-l" at the North American conrercnce on Briush Studies m Toronto. Orv Gingerich , international educauon , copre ented at the workshop , "Integrating Non-Western Topics into the Curriculum ," at a conrerence , "Globalizing Educa11on at Liberal An s Colleges" at Roanoke College Stephen "Gabe" Gabrielsen , music , played the dcdtcaLion recital or the new organ at Prince or Peace Lutheran Church m Rose,~lle , Mmn A-UGSBURG NOW 9 Faculty/Staff Notes PRESENTING/PERFORMING (continued) Nancy Steblay , psychology, presented two papers at the American Psychology-La, oc1el)' onfcrence. One, "The lnnuen e of Level of lncriminaLing Trial E\~dence on Pretrial Publicity Effe LS," 1s co-authored b)' three Aug burg alumni-Heather Klempp '99 , Tamara Jerde '00, and Stacy Sellers 'Oland is based on research to which the)' contributed. Markus Fuhrer, philosophy, presented a paper at the University of Leuven, Belgium, on the problem of self-decepuon in the philosophy of Henry of Ghent. Three studems attended the conference WILh him. Jennifer Kahlow , institmional advancement, spoke at the 25th annual Minnesota Planned Giving Conference. Garry Hesser, socIOlogy and metro-urban studies, co-presented "D1versil)' and Common Themes of the Scholarship of Engagement " at the American Associauon of Higher Education conference. Seeing more in statistics As pan of a halfmillion-dollar grant from the W.M . Keck Foundation to Augsburg, business admi nistration professor Milo Schield organized a two-day seminar in Milo Schield January at the University of Cali fornia- Los Angeles on " tatistical Association and Causal Connections." The semi nar studied ways to use statistical observations to test causal theories. The seminar was taught b)' two UCLA professors: Judea Pearl, professor of computer science and statistics, and ander Greenland , professor of epidemiology. Pearl showed how some simple statistical tools can be used to better evaluate statistical associations as evidence for causality (e.g., smoki ng and lung cancer, second-hand smoke and asthma). This can be applied to various fi elds-business, epidemiology, social sciences, and economics. Sander presented his experience in teaching this material. The 40 conference attendees included statisticians, epidemiologists, medical doctors, and computer scientists interested in artificial intelligence. Most were from Southern Californ ia, but others came from across the country and five foreign countries. Augsburg's statistical literacy grant is a three-yea r interdisciplinary project to help bridge the gap between formal mathematical statistics and informal critical thinking, between experimental studies and observational studies in the physical sciences, and between the social sciences and the humaniti es. Schield is project director for the Keck Foundation grant to Augsburg. Julie Naylor, adjunct instructor, is assistant project director and teaches statistics in the business department. CONTRIBUTING IN PRINT David Lapakko, speech , commumcauon, and theatre arLS, published "A Plain-Spoken Response to the Communib1ological Challenge," in the summer issue of Commumcauon and Theatre Association of Minnesota Journal . Kathryn Swanson , Enghsh , published "ldenufy the Issues: A Case Study· in The Department Chair, A Resource for Academic Adm1ms1 rators. Doug Green , English , published poems in the summer issue of Rag Mag. Nancy Steblay, psychology, co-authored "Eyewitness Accuracy Rates in Sequential and Simultaneous Lineup Presentations: A MetaAnalyuc Comparison" in the Law and Human Behavior series. Markus Fuhrer, philosophy, wrote a chapte r 1n Albertus Magnus, Zum Cedrnllen nach 800 Jahren, published in Berlin in fall 2001. 10 A-UG B RG NOW Connecting across boundaries Last year Augsburg education professor Susan O'Connor traveled to Norway This year, another group of Minnesotans is visiting Norway as an indirect result of Susan O'Connor that visit. It began when Norwegian ed ucation professo r Brit Hauger, from S0r Trendelag College in Trondheim , ame to Augsburg to teach during spring se mester. O'Conn or trave led to Trondheim to teach in her place. While there, she had the opportunity to meet Karl-Johan Johansen, a teacher at the college and a consu ltant to PROFF. an organ ization servi ng people with disabilities. With others from PROFF. she had the opportunity to travel to Hada mar, ermany, to visit the site of a hospital where 15,000 people wi th disabilities we re killed during the Holocaust. As a result of this connection \vith PROFF. Augsburg became one of Lhe two places in the U.S. to host a memorial photographic exhibit from Hadamar last November, its first showing in this country. Johansen came to Minneapolis with the exhibit , along ,vith Per Frederiksen, from PROFf While they were in Minneapolis, O'Connor introduced them to the Interact Center fo r Visual and Performing Ans , an organization provid ing artistic creative opportunities for peo ple with a variety of disabilities. Some of O'Connor's education students and vi siting Norwegian students have fulfill ed practica requirements at Interact. Now, in March , Johansen and Frederiksen have secured funding in Norway for a group from Interact to travel to Norway and Denmark to give performances. Spring 2002 LEARNING FOR A LIFETIME: Ce lebrating 15, 20, and 25 years of educating adults TH IS YEAR Augsburg marks the anniversaries of three programs providing educati on to adults and non-traditional students, largely initiated in response to community and marketpl ace needs. Now, as the College is engaged in refining and sharpening its vision of Lutheran education , it is even more clear how critical adult-learning is to the core mission of the College. In 1982, Augsburg opened its Weekend College doors LO working adults, offering them an opportunity LO earn the same education it offers its traditional college students. In 1987, the College responded to business and corporate leaders by initiating a master's program LO help working adults develop leadership skills needed for higher leve ls of management. By this time, another program targeted to older adul ts had already been quietl y growing for a decade-the College of the Third Agedelivering educational programs in the community where older adults live and gather. The reasons that adult students come Lo Augsburg's programs are varied-completion of a college degree, required job skills, better chances for promotion , personal interest and growthand their presence is vital LO the College. President Will iam Frame, in his annual speech LO the Augsburg community in February, squarely addressed not only the fin ancial benefit LO the College adult programs bring, but the significance of these programs to its mission. "We are preparing our students for vocati onal li ves-that is, called lives of servicein a global society constantly altered by techn ological innovati on ," Frame said. "Such a society demands lifelong learning-of everyone. "Such a reality narrows the difference between a tradition al student and a working adult ," he continued . "IL has reinforced our Lutheran propensity Lo find a meeting ground in ou r cu rriculum for classroom learning and exp erience ... The refin ement of the educational mission envisioned by Augsburg 2004 requires a highly involved engagement in lifelong learn ing." Spring 2002 Master of Arts in Leadership 15 years Weekend College 20 years College of the Third Age 25 years "The refinement of the educationa l mission envisioned by Augsburg 2004 requires a highly involved engagement in life long learning." ,4uGSBURG NOW 11 Weekend College majors: Accounting Public Accounting Managerial Accounting Business Administration Marketing Management Finance Internati onal Business Commu nicat ion Computationa l Economics Computer Science Economics Education Elementary and Secondary Li censure English History Management Information Systems Marketing ursing (BSN completion) Psychology Religion Social Work Studio Art Youth and Family Ministry Certificate programs: Information Technology Finance Management WEEKEND COLLEGE Transforming lives for 20 years by Richard Thoni Mike was a custodian in an elementary school in South Minneapolis. He was sman and had gone to college, but dropped out because he didn't have a clear sense of what he wanted to do . He was well li ked , but knew he didn 't want to be a custodian for Lhe rest of his life. One day he saw an ad about Augsburgs Weekend College (WEC) and came to campus to learn more about it. Mike enrolled in the elementary education major, earned his college degree along with his teaching license, and became a teacher in the same school where he had been a custodian-a life transformed . Stories li ke Mikes are countless in the history of the Weekend College program. Over the last 20 years , WEC has beco me a unique pan of Augsburgs educati onal mission in the ci ty. In the early 1980s Augsburg became aware of some dramatic demographic trends. The post-war baby-boom generation was aging, and it was being followed by a much smaller age cohon-the "bust generati on." The number of Minnesota high school graduates was going to drop by over 30 percent from the late '70s to the early '90s, while the number of working adults needing a college education was greatly increasing. By the mid 1980s, 45 percent of the students in American higher education were over the age of 25 . Most of these students were living and working in large urban areas. As the only truly urban Lutheran college. Augsburg had to re-evaluate its educational mission in light of these new demographic trends. A couple of the Catholic colleges in the Twin Cities-St. Thomas and St. CaLherine's -had just begun non-traditional adult programs. After a great deal of discussion with faculty, staff, and A proud Augsburg graduate and dad celebrates completion of his degree. MIS professor Kathy Schwalbe (right) discusses class material with students after class. 12 A UGSBURG NOW Spring 2002 admini strali on, Augsburg decided to become the only protestant college in the Midwest to offer church-related degree programs to working adults. Over the years, the Weekend College program grew from 69 students at its beginning in 198 2 to a peak enrollment o r 1,268 in 199 1, and expanded rro m three majors in 1982 to 17 at present . Since the early '90s, enrollment has remained above 1,000 students, comprising more than one-third or the total Augsburg student populati on. Now afrer 20 years or operati on , Augsburg is looking back over the development or the Weekend College program and re-affirmin g its centrality to the overall mission or the College. The demographic numbers have become even more dramatic. Today over 55 percent of the students in higher education are over age 25 . Less than 20 percent or the high school graduates in the U.S. go directly to college and complete their degrees in four years. The majority or the peo ple currently enrolled in college have fo ll owed some sort or "non-traditional" path . Does Augsburg still believe that the Weekend College program is a good match between the educational needs or this large adult student populati on and the mission or the College? Absolutely. In 1997 the facult)' and staff or Augsburg wrote a new vision statement for the College. Key concepts in th is ,~sion were those or "vocation" and "transformation ." Augsburg believes that a college education must make a qualitative diITerence in the lives or srudents-a "transforming" difference that helps students relate their abi li ties, skills, and learning to the needs or the world . That is what "vocation " is all about. There are, however, some d isturbing trends in adult education. Many colleges, including a number o r church-related colleges, are offering adult programs that focus primarily on work-skill development without a clea r emphasis on the liberal arts, and certain ly ,-vithout a focus on the church-related values at the center or their foundin g mission. These adult programs focus more on convenience than character. Adults can take classes in a hotel or on-line. They might not ever see their cl assmates face-to-face or even set fo ot on campus. While thi s approach to adult education Spring 2002 might be appropriate fo r graduate programs, Ric'1 Tl1011 i di ,-cctcd the Wec/1c11d College Augsburg has held LO its trad itional values in program from its beginn ing in 1982 until the undergraduate Weekend College 1991. He is currently director of Augsburg's program . Certainly, most \,\/EC majors are Rochester Program. directly related to work-world needs, but all majors are exactly the same ones that are offered in the day school program. The general education requirements are also the same, speciryin g the same liberal arts perspectives, including three courses in religious studi es. Many \NEC students have entered the College wi th an exclusive rocus on specific work skill development and have been surprised that their favorite course has been in religion, sociology, English , or philosophy. These courses have helped them rethin k important questions in lire-questions about purpose, responsibility, meaning, and values. It is this combination or workrelated majors and liberal an s coursework that continues to make Wee kend College so valuable ror wo rking adul ts. Most students enter \,\/EC in their 30s, a time in lire when people ofren re-examine their !He goals and commitments. In vVEC, they find a means to do that re-examinati on and Lo redirect their lives to more meaning and Professor Charles Shaeffer ill ustrates reward . a point with his computer An adult student in the bachelor's science class. program in nursing spoke about th e power or Augsburg's adult education during a graduati on celebration last spring. She recounted the transrorming power or the religion course that took her to Augsburg's About WEC ... study center in Mexico for eight days and the impact or the Number of students 1,05 2 community health nursing course that placed her in a Salvation Army 34 Average age clinic to do health assessments ,vi th Age of oldest student 63 recent immigrants. "I will never be • able to look at the world in the same way," she graterully reported to the audience. That is the transforming value or an Augsburg education-as relevant Lo students now as it was 20 years ago. For inrormati on about the \,\/EC program , call 612-330-11 0 1, e-mail <"sveci nfo@a ugsburg.edu>, or visit <www.augsburg.edu/weC>. Ave rage grade point average (GPA) 3.14 Nu mber of co urses ta ught by instru cto rs w ith adva nced degrees 100% Number of laptop co mputers ava ilab le for use in the li brary 50-75 Cost of Augsburg e-mail acco unt $0.00 Number of cook ies served on Saturday ahernoons 26 dozen A-UGSBURG NOW 13 MASTER OF ARTS IN LEADERSHIP Le a r n i n g t he a rt a n d sk i 11 s In Lhe early 1980s, abouLLhe same Lime as 'Weekend College was gelling underway, Augsburg faculty and adminisLraLOrs were beginning Lo realize how Lhe Colleges educaLional mission in Lhe ciLy could add ress oLher pressing community needs. ALLhaL Lime, business and corporate leaders were reponing LhaL many of Lheir employees could noL advance in Lheir careers because Lhey lacked skills in communicaLion, criLical Lhinking, by Betsey Norgard visioning, and problem solving- all inherent pans of Augsburg!; liberal ans curriculum . In 1985, wilh WEC's iniLial success and experience in serving adulL sLudents, Lhe College began LO explore options for a nonLradilional graduaLe program. While other schools offered graduaLe programs Lo develop managers, Augsburg created a program to develop leaders, largely designed by Augsburgs Tom Morgan and Rick Thoni. The)' worked ,viLh Lhen-academic dean Ryan L.aHurd on a Lask force Lo develop Lhe disLinctive MasLer of Ans in Leadership (MAL) degree and Lhe learning model Lhat drives Lhe program . The MAL program was launched in 1987. The MAL program is defined as a crossdisciplinary program of liberal ans that-like Augsburgs undergraduate program-builds skills in communication, in problem-solving and critical thinking, as well as increases students' self-confidence and risk-taking. For companies, this means employees wilh vision , ,vith ability LO work across company divisions, and Lo make thoughtful decisions. Terry Cook '98 MAL, direcLOr of continuing studies and former coordinaLOr for the MAL program, wrote in her MAL thesis, "The program brings LOgether people ,vith a mulLitude of backgrounds and experience levels in the work world. The field or major you received your undergraduate degree in is less important as preparation for Lhe MAL program than how it impacted your career, your life expectations, and your experiences." A shared teaching and learning over 60 requests to present information from her MAL thesis about the use of metaphors by leaders. Lisa Zeller '8 1, shown here receiving her MAL degree in 1989, was chosen by fellow students to speak on behalf of the first MAL graduating class. Jim Kline '01 MAL, pictured here in a Saturday morning class, found that MAL classes equipped him to more effectively deal with change and diversity in the workplace. 14 AUGSBURG NOW Inherent in the appeal of the MAL program to senior Augsburg faculty was the opportunity LO streLch out of their normal classroom discipline LO engage in an educalional journey alongside their students, guiding and learning from Lhem simultaneously. Rick Thoni, in recalling conceptual thinking abouL the program, says thaLfaculty needed LO be willing to orchestrate and not control. An Jv!AL course is more like a laboratory Lhan a class, and not merely a place for informaLion exchange. Teaching through use of case studies, group presentations, role modeling, and discussion helps students build skills Lhey need for working ,viLh and leading others. Jacqueline Kniefel Lind, a 1969 Augsburg graduaLe, 1994 MAL graduale, and president of the Augsburg Alumni AssociaLion, defin es these skills as "a relevant, practi al, core set of compeLencies LhaL are most needed in LOdays workplace: working well with mhers; understanding group dynamics and processes; thinking and Spring 2002 AUGSBURG COLLEGE 2 0 0 0 - 2 0 0 1 J\ ug burg's Maroon & ilver Society was launched during this past year to offer special leadership opportunities for flA.u gsburg alumni and friends to exte nd help to current students. Maroon & Silver Society members are individuals and organizations who are committed to a special level of generosity. These donors pledge to sponsor an Augsburg scholarship for four years, with gifts ranging from $ 1,000 to more than $10,000 per year. This new society creates a olid foundation of an nual financial support to help the College maintain its commitment to keep an Augsburg education affo rdable for the broadest range of diverse and talented students. Today, over 80 percent of Augsburg students receive some form of financial assistance, made possible in part by the generous finan cial co mmitment of Maroon & ilver ociety member . Maroon & ilver Society members can take pride in their contribution to building the legacy for future students to receive an Augsburg educatio n with the same academi c and spiritual fou ndation they received or have come to recognize and value. To be specially recognized as one of the charter members who helped to launch this newest and most innovative program, plea e let us know of your interest before May 2002. Donna McLean, Director of The Augsburg Fund • 6 I 2-330-1179 or l-800-273-0617 • mclean@augsburg.edu CHARTER MEMBERS OF THE MAROON & SILVER SOCIETY Richard & Mary Adamson Edward & Margarct Alberg Paul '50 & Pea rl Almquist Brua, '60 & Joann Eliason '62 Amun dso n harles & C..,herine Anderson William '86 & Kelly Anderson Daniel '65 & Alice Anderson Deloris Anderson '56 con Anderson '76 & Lisa Bailey Brian Anderson '81 & Leeann Rock '8 1 I. helby Gimse Andress '56 Augsburg Associa,es Do ro,hy Bailey tan ley Baker '57 Mary Quanbcck '77 & Loren Barber Elizabeth Anne '82 & Warren Barn Vera Thorson Benzel '4 5 Sidney '57 & Lola Lindsirom '50 Berg Inez chey '77 & John Bergq uist Kevin Bonderud '79 Harlan hristianson '57 Brent Crego '84 Paul '79 & ally Hough '79 Daniels D,niel '77 & Patricia Eicrhcim Marie Eiirheim '85 Joel and Mary Ann Elftmann Tracy Elftmann '81 Avis Ellingrod Jero me '37 & Winifred Hellan d '37 Formo Wi lli,m & Anne Frame Michael & Terry Freeman Andrew Fried '93 Laurie Fyksen '80 & Willi,m Seise Alexander '90 & Si mone Johnson Go nzalez Michael '7 I & Ann Good Raymond '57 & Jan Grinde Fern Hanso n Gudmestad '4 1 No rm an & Evangeline Hagfors James & Kathleen Haglund T homas '66 & Wa nda Wagner '65 Hanson Beverly & Roe Haden hristopher Haug '79 & Karl Starr Donald '39 & Phyllis Holm Kenneth '74 & Linda Bailey '74 Holmen Richard & C..rol Holy Allen & Jean Hous h Pearl Husby andra & Rich, rd Jacboso n Helen Johnson Jam es Johnson & Maine Isaacs Heather Johnsto n '92 and Jason Koch '93 Menon '59 & JoAn Bjornson Johnso n Ruth Johnson '74 Dan & Susan Jorgensen heri Hofsrad '85 & Thomas Kamp Muriel Kappler Karina Karlfo '83 hristopher & Liz Kimball Richard '69 & heryl Nelson '70 King usan Kl aseus Dean & usan Kopperud Joanne Stiles '58 & David Laird David & Caryl Larson Harris '57 & Maryon Lee Jacqueline Kniefel Lind '69 '94 MAL Jennifer Marcin Te rry Marquardt '98 & Gary Donahue Donna Mclean erard & Anne Meistrell Robe rt '70 & ue Midn css Paul '70 & Barbara Durkee '7 1 Mikelson Mark '79 & Pamela Hanson '79 Moksncs Rob & Taylor Moor Thomas & Rainy Morgan Pau l '84 & Nancy Mackey '85 Mueller Jeanne Narum hristo pher '83 Nelson & Lisa chroeder loria Burnrvcdt Nelson ·43 Julie Nelson '83 Ron ald '68 & Mary Kay Nelson Margaret Nelson Foss Nokleberg '48 Roselyn Nordaune '77 Norm '85 & Kim Asleso n '84 Okemrom Donald '53 & Beverly Hall ing '55 Oren 2 Robert & Ruth Ann Paulso n Ronald & Arlya, Peltier Gerald '39 & Bernice Person Thomas Peterson '70 Karin Peterson Philip '50 & Dora Frojen '49 Quanbeck Mark '53 & Jean Raabe tella Kyllo Rosenquist '64 Curtis & Marian Sampson Audrey Nagel Sander '5 I Robert & Marianne a.ndcr Ruth Schmidt '52 John Schwam '67 Carol Schweizer '50 Patrick Sheehy & Wendy O ' Leary Philip idnc:y "63 Arnie '48 & C..rol kaar Glen & Anna Skovholt Joyce Engstrom '70 & Robert Spector Todd teenson '89 William '64 & Sara Halvorson '63 S,rom Philip '79 & Julia Davis '79 Styrlund Dean '81 & Amy Sundquist Ronald w:inson '69 Jeffrey wenson '79 Michael & Debbie zymanczyk Gary '80 & Deanna Tangwall P. Dawn Heil '78 & Jack Taylor Jean Taylor '85 & Roger Griffith '84 Richard & Linda Thoni Gordon '52 & Gloria Parizek '53 Thorpe Kathryn & Jack Tunheim Berty Wade Norman '75 & Kathryn Anderson '76 Wahl Colleen Kay Warson '9 1 MAL & Mary McDougall Lois Wartman '76 & Doug Shaw Kurt Wehrmann '90 John '49 & Arnhild Werker Gunnar & Mary Wick Anne Holmberg '80 & Joh.n Wilson DEAR ALUMNI AND FRIENDS OF AUGSBURG COLLEGE: We are pleased to share with you this report of the gifts and contributions made to Augsburg Co ll ege during the June I , 2000 to May 31 , 2001 fisca l period. Our facul ty, staff, and students are gracefu l for what each of you has done on our behalf, both through these financial contributions and, in many cases, through vo lu nteerism, Wi ll iam V. Frame Susan ). Klaseus fund-rai sing activities, and recruiting of new students and friends for the institution . G iving to the College continues co grow. New program s were launched. New scholarship fund s were initiated and ochers expanded. Without yo ur support, this would not have been possibl e. This past Sep tember, we opened o ur 133 rd year with enthusiastic hope and optimism. Just a week lacer, we were faced with the devastating impact of September 11 and its afte rmath. We came together in prayer and support fo r ch e many people impacted by chis tragedy. Like many of this natio n's institutions, we also came upon more di ffic ult times-both in how we dealt with th e perso nal and social issues char faced our constituents because of rhat terrorise ace, and beca use of the temporary reduction of fin ancial support as people were faced with the econom ic problems that resulted. Bue, like the nation , we believe that we are turning the co rner and movi ng forward once again. We have received a number of majo r grants to enhance and su pport so me of our programs, including the College's involvement with our neighbo rs and the greater Twin Cities communi ty. W/e have received remarkable new pe rso nal support, including the largest unrestri cted gift in the College's history from regent Jim H aglund and his wife, Kathy, (see story in the Augsburg Now spring issue). and we have been enco uraged by some majo r foundation s and corporations to submit proposals char we believe will result in fundin g fo r new program and capital needs. Finally, the College continues its general rehab ilitation and revitalizatio n under the tenets of Augsburg 2004: Extending the Vision . More than just a visionary docum ent, it continues as a guiding force for the College in its progra m development, cu rricular refo rm , and fulfillm ent of its historical vocation in helping students from a wide range of experiences achieve the dream of a pose-second ary education . Your gifts help Augsburg move along this pathway to excellence and achievemen t. They help the Co llege prepare ics students for li fe and wo rk in an ever more globalized and co mplex world . We have been re-challenged by the events of Sept. I I co reinforce the transforming education that has long been a hallmark of this in stitution. We are equipping our students to deal with th e world's diversity--of people, movements, and opinions. We are affi rming that a communi ty of lea rners is not confined to the class room, bur is o ne prepared to be of service to the world. T hank you for providing your suppo rt as reinforcement to that belief. William V. Fran1e Susan J. Klaseus Pre ident Vice President for lnstiturional Advancement and Communi ty Relatio ns 3 THE AUGSBURG COLLEGE FINANCIAL REPORT 2000-2001 OPERATING BUDGET $42 ,761 ,3 01 • • • • • • Monies in the operating budget fund the overall work of the College, from faculty and staff salaries co student financial aid co paying the uti lities bill. The operati ng budget keeps the College up and running, and is supported in part by undesignated gifts co the Augsburg Fund. Tuition & Fees 78% Other Sou rce 7% Board 4% Room 7% Private G ifts 3% Government Grants 1% 2000-2001 REVENUES 2000-2001 PLANT ASSETS (Net) $50,248,134 T he College co ntinues to address the deferred maintenance issues in relation co its campus infrastructure. For the past year funding has gone toward roof replacements and HVAC systems. Master planning wo rk for capital expansion remains focused o n the College priority for a new science structure. • • • • • • Sa lary & Benefits 48% Other 18% Financial Aid 18% Utilities 4% Equipment & Capita l Improvement S% Student Salary 3% Debt Service 4% 2000-2001 EXPENDITURFS 2000-200 1 ENDOWMENT Market Value: $24,805,309 A strong endowment ens ures Augsburg's futu re strength and growth. The interest and investment inco me on the endowment principal provide needed funding fo r student finan cial aid. 1111 1992 1993 1994 1995 1996 1997 1998 ENDOWMENT ASSETS May 3 1, 2000-May 31, 200 1 4 1999 2000 2001 LIFETIME GIVING Th, Jollo,ving JOcitties recognize alumni and friends of Augsburg who havt generously given a minimum of $25,000 to tht College over a lif,timt. LEGACY SOCIETY C umulative gifu of $500,000 or more Earl & Doris Bakken Rich>rd '74 & Na ncy Colvin Julian •30• & June• Foss Edwi n & Barbara Gage Orville '36• & Gemude Lund '36 Hognander Kinney Johnso n '65 Ed• & Phyllis• Kavli E. Milton '46 & Doroth y Lijsing •47+ Kleven James '46 & jean• Lindell Elroy Srock '49 C lair '46• & Gbdys Box rud '46 Srro mmcn 1869 SOCIETY Cumulative gifu of $ 100,000-499,999 Charles & Cath erine Anderson C.A. L. • & Esther J . E.• Anderson Leona Radman Antholz '4 I• Paul '63 & LaVonne Olson '63 Baralden Carl Blegen+ Jack & Joyce Boss Darrell ' 55 & Hel ga Egertso n Raymond Erickso n Malco lm Escrcm+ C lara Evj u• •so• Jerry & Jea n Foss Paul '42+ & Max ine Fridlund Raymond ·57 & Janice Grinde Franklin & Carolyn Groves Norman & Evangeline Hagfors James & Ka1h lee n Haglund Donald '39 & Phyll is Holm Al len & Jean Housh Lester Hoversten+ James Johnson & Maxine Isaacs Roy Krohn• William & 1ephani e Naegele Richard & Barbara Tjo rnh om '54 Nelson Ida Nelson• Martha Nylander• John Paulson Cunis & Maria n Sampson Paul + & Lorene+ teen Genev ic\le rclbcrg+ Co nrad und e ' I 5 + Leland & Louise Su nde, Helen vcrdrup+ Johan verdrup Andrew Urness+ Elsie Wildung• BENEFACTORS C um ul ati ve gifts of $25,000-99,999 Ernes1 & Helen Alne Ha.nvig Anderson+ Ted & Ru,h Arneson Lurh<r •29+ & C larerre Jorcnby •29• Arnold Kenne,h• & Dorothy Bailey Ada Bakke n• Bcnha Johanson '28 Hagen+ Za ne & Barbara Kleven Birky Roy '50 & Ardis Bogen Donald & Nancy Bloomfield '63• Bor1emiller Rodney & Barbara Burwell rl '59 & Kathy Aakc r '62 Casperso n Fritjof hrisrcnscn ·2s+ James+ & Esther• Crabtree Mrs. Oscar DeVold' Tracy Elfcmann '8 1 Amy Erickson Philip & Laverne Fand rei Jerome '37 & Winifred Helland ·37 Formo Emil Fossa.n ·30+ O laf aastjon+ Donald' & Irene Gra ngaa rd Phi llip G ronserh '5 5 Florence Haasa rud+ John Hanson+ Mr.+ & Mrs.+ Reuel D. Harmon Lawrence & Lois Hauge An na Mae Hayden Loren Henderson Douglas & G race Forss '57 Herr T helma Leeland '32 Hess• Chester '60 & Clcnora Hoversten Chester+ & Bernice Hoversten Garfield Hovemen '50 Vincent '50 & Marjorie Hoversten Joseph Hsieh '6 1 Oscar• & Pea rl Husby Richard & Glenda Husron Alfred Iverse n Ri chard & Sandra Jacobson Rud, John son '74 Ru1h Johnson '27' Bruce & Maren K.1 even David & Barbara Kleven Lowell '54 & Jani ce Kl even Norma Knurson + Dean & Susan Kopperud Mildred Krohn Dean '62 & Barbara Begling r '63 Larson Philip & Diane Kleven Larson Harris '57 & Maryon Lee Alp hamae Ha.Iverson '3 1+ LofgrC'n Larry Lokken '60 Larry & Mari e McNeff Theodor Menzel• Else Michaelse n •3 1• Rohm ' 0 & uc ~idn ess Spencer '66 & Gay Johnson '66 Minear A.Ian & Janet Karvonen Monrgomery Joel & Jeanne Mugge Edith orberg+ R. Luther '56 & Bobbie' Olson Donald '53 & Beverly Halling '55 Oren Donald• & Dag ny• Padill a Isabelle Park Trusi Glen Person '47 Harvey '52 & Joann e Varne r '52 Peterson Oliver & Jeannene Peterson Thomas Peterson '70 Manin •29+ & E.sthcr+ Quanbeck Philip '50 & Dora Frojen '49 Quanbcck Luther Rodvik '5 1 Olive Ronholm '47 Maihi lda Sagcng '3 1 Clara E. Sanders+ Rmh chmid1 '52 Kenneth Schmit ·3s• Lyall & Inez O lso n '59 Schwac,kopf Rosemary Shafer Agnes Siverson+ Glen & Anna kovhoh Mathias Siena+ Borger Solberg ran ley & Berry 1ake Roger '5 & Bonnie Stockmo Odin Srori en '28+ jean Taylor '85 & Roger Grifti,h '8 Jack & P. Dawn Heil '78 Taylor \Xlilliam & Donna Teeter L. Bern iece Thompson+ John T hu,• Joan Vo lz '68 Richard & Olive Nilse n '5 1 Zo ll er + De eased PLANNED GIVING HERITAGE OCIETY The A11grb11rg Colkge Heritage Sociery recog11iu1 thou ruho have 11"1111ged 11 de/med gift for the College through a b,q,wt, life i1u11ra11u policy, a111111ity agrumellt, or a charitable tnm. Thm tho11ghtfal gifo o:tmd support to gmeratiom offi,ture 1t11dmu. Ernest & Helen Al ne harles & Catherine Anderson Daniel . '65 & Alicc Anderson E. tlliam Anderson Ernest '3 & M•rgam Anderson Esther Anderson+ Gary & M•ry Anderson Os= '38 & Leola Anderson \Vtlliun '86 & Kelly Anderson James '51+ & I. helby Gimse '56 Andn:ss Vi ncent Andrews+ Betty Arnold Luther •29+ Clare ne Jorenby •29+ Arnold Osc,r• & Dorothy Austad w l & Doris Bakken Andrew ' 50 & S.rbara Kolden '50 Balerud M•ry Qumbcck ' Barber Gl•dys Pederson '25 Bunes Elizabeth '82 & Warren S.rn Abner '35 & M.nh. Bat:llden Thomas '56 & Bernie Benson idney '57 & Lola Lidstro m '50 Berg Birgit Birkeland '58 Anne Blegen+ Kendra Bonderud '78 Richard & Na ncy Borstad Donald & Nmcy Bloomfield '63+ Bonemiller J. Bernhard '4 8 & Hildur Anderson '43 Brerhcim Nmcy Brown '74 Jeroy '48 & Lorrai ne Carlson Harold Caspersen · 2+ Herbert '5 & Corinne Chilstrom Fritjof hriS<en.<en '28+ Judi th Ch risten.<en L Gracia Christensen George '72 & Janet Dal,lman Dmiel & A. Carolyn Benson '7 1 Dauner Dallas Day '64 Richard '55 & Audrey Dronen Beverly Durkee Ru ben '45 & Thelma Egeberg Tracy El frmann '8 1 larence •35+ & Thora Eliason Avis Ellingrod Casper & Thelma '39 Emberson Deni.<e Engebreuon '82 Loren '46• & Edna Kastner '42 Ericksen Raymond Erickson •50+ John Evans '82 & Joan Moline '83 Kenneth vcndscn '78 & Allison Everett '78 Norman & Rachel Ferguson Maud Forberg Jerome '37 & Winifred Helland '37 Formo Julian •30+ & June• Foss Ardella Fossum+ \Vtlliam & Anne Frame Leola Dyrud Furman '6 1 huck Gabrielson •77+ Harry & Mabel Storm •25• Garlock Clayton Gjerde• Donald• & Irene Grangaard Gracia Grindal '65 Raymond ' 57 & Janice Grinde Phillip Gron.<eth '55 Florence Haasuud• Bertha Johnanson '28 Hagen+ Gary '7 1 & Dallas Ahrens '69+ Hagen James & Kathy Haglund David Halaas 7 6 Janet O lson '79 Halaas Edward & hidey Han.<en Ernest & Anna Hovland '58 Hanson ymhia Hanson '66 Mark '68 & lone Agri mson '68 Hanso n Charles & Berry Johnso n '58 Hass Lawrence & Lois Hauge Loren & Helen Mohn •42+ Henderson Robe rt '55 & Kui n Herman Mrs. Ono E. Hjelle igvald '41 & Helen Hjelmeland O rville '36+ & Gertrude Lund '36 Hognandcr Kenneth '74 & Linda Bailey '74 Holmen Everett '57 & Ethel Holt John Hoium Allen & Jean Housh Merl in & Ruth Hovden Chester '60 & Clenora Hoversten Mr. & Mrs. Clucnce Hoversten Gufield Hoversten '50 Lorna '62 Hoversten Rohen Hovcmcn T homas '56 & Lorena Hoversten Richard & andra Jacobson Morris & Beverly Jespersen Anna Johnson• Jerry & Bonita Johnson Ki nney Johnson '65 Mark '54 & Thelma Johnson Ruth Johnson •27• Ruth Johnson '74 Kenneth & Carmen Jones Larry & Jennifer Abeln '78 Kahlow Mary Kin glsey Ruth Kislingbury Gloria Grant '57 Knoblauch 6 No rman & Gwen Johnson ' 58 Krapf Roy Krohn• Lois Kvamme+ Obert Landsverk •45+ LaJune Thomas '68 Lange David Lankinen '88 Marjorie M. Lankincn Ernest Larson •30+ Luther '52 & Janice Bremmh ' 55 Larson Alan & Dorothy Lee Harris ' 57 & Maryon Lee Clayton & Virginia LcFeverc Ella Lindberg James '46 & Jean• Lindell 0 . Herbert & Ilene Lindquisr Marion Liska Alpharnae Halverson '3 1 Lofgren• Arne '49 & Jean Swanson '52 Markland Ronald & Donna Matlhias Theodor Menu!• Daniel '65 & Mary Tildahl '6 1 Meyers Mark '79 & Pamela Hanson '79 Moksnes Carol Brandt '67 Mork Ors. Van & Mike Mueller Mr. & Mrs. George L. Nelsen Richard & Ba.rbara Tjornhom ' 54 Nelson Grace Pccerson '33 Nelson• Kenneth & Vera Nelson Mildred Nelson '52 Robert Nelson '97 Rohen '66 & Rose Ann Nelson Roger '52 & Marilyn Nelson Roselyn Nordaune '77 Estelle Nordine• James '57 & Shirley Norman Glenn & Ann Nyc.klemoe Jonathan Nye '72 Terry '70 & Vicki Nygaard Martha Nylander• Marvin Nystrom H. Arlan Oftedahl '64 Norm '85 & Kim Asleson '84 Okerstrom Evelyn Olson• Gordon '63 & Janice O lson R. Luther O lson '56 Orville '52 & Yvonne Bagley '52 Olson Donald '53 & Beverly Halling '55 Oren Kenneth & Lillian Ysreboe '51 Osc Ervin '56 & ylvia Overlund Donald• & Dagny• Padilla Robert '50 & Ruth Paulson Richard Paun '37 Douglas & Joycc Anderson '65 PfufT Thelma chroeder '38 Preuscc• Roy Quam •31• Martin •29+ & Esther• Q uanbcck Nancy Joubm '63 Raymo nd Barbara Rodvik Frances Roller Olive Ronholm '47 Donald '38 & Borghild Ronning Audrey Nagel '5 1 Sander Robert & Marianne Sander Leland '35 & Pauline Saieren Ruth Schmid, '52 Kenneth Schmir 138+ Roger '62 & Jean Schwartz Rosemary Shafer Pmick D. Sheehy & Wendy M. O' Leary Olive r '36• & Elisabeth T hompson Sidney Rodn ey Sill '82 Arnold '48 & Carol Skaar James mith '9 Russel '50 & Virginia Smith Evelyn Amundson ~,43 onnack Doctic orenson + Robert & Joyce Engstrom '70 Specror Steven & Naom i Christensen '8 1 Scaruch Joh n ' 6 & Esther Sieen Paul+ & Lorene+ Steen Odin rorien ·2s+ Merton '42 & A. Irene Huglen ' 3 Strommen lair '46• & Gladys Boxrud '46 irom men Johan ve rdrup Dorochy Sward + Gary '80 & Deanna Tangwall Jack & P. Dawn Heil ' 8 Taylor John Thu,• Jcaneiie Tollefson '24 Joel '38 & Frances Torsrenson Kenne1h '26• & Ovedcia Torvik John & Marcia Thompson '78 Turcone Morris •- I & Bonnie Bieri •~ Vaagencs Mark Voelk,r '83 Tom Wa rme '57 Colleen Wauon '9 1 & Mary ~lcDougall Doug Shaw & Lois Warrman '76 Donald 1chmann '89 Peder '49 & Alice Berg '5 1 Wilcox Woodrow Wilson '53 Darrell & Lauralee Howe '63 Zenk ANNUAL GIVING Alumni Giving by Class Year CLASS OF 1929 Number of Alumni: 11 Tora! amount of Gifu: $200.00 Participation: 9% CIASS OF 1934 Numbe r of Alumni: 23 Toial amoun1 of Gifts: $535.00 Participation: 26% $ 120-239 M. Glendora Dueland $ 120-239 Hamar Benson Clifford Johnson W. Donald Olsen CIASS OF 1930 Number of Alumni: I4 Total amount of Gifts: $200,730.00 Part icipacion: 35% $ I 0,000 or more Julian Foss• $500-999 Elsie Lokken Lower $ 120-239 Leonard Froycn Gifts up to SI 19 Stella Pederson Eiermann Magnhild Nybroren CIASS OF 1933 N umber of Alumni: 9 Toral amounr of Gifts: $260.00 Parriciparion: 44% $ 120-239 Vincent Kcn stad Gifts up 10 $ 11 9 olveig Bergh Harold Olson $500-999 Ge rtrude Lund Hognander $240-499 Dag mar Dahl Q uanbeck Ann Kvee n Sveom $ 120-239 Arnold Henkel Lynn Hanson Lurhard Gifts up ro $ 11 9 Gladys O udal Woolson Gifts up 10 $ 11 9 Roselyn Ekberg lhling CLASS OF 1935 Number of AJumni: 20 Toral amounr of Gifts: $625.00 Participation: 25% CLASS OF 1937 Number of Alumn i: 26 Toral amount of Gifts: S 17,305.00 Participation: 34% $240-499 Ge rtrude Amundson Larson S I 0,000 or more Richard Paur, $ 120-239 Clifford Kent $1,000-2.499 Jerome Formo Winifred Helland Formo Gifts up 10 $ 11 9 Laura Leigh Jorenby Leland Satercn Carl Solberg $500-999 Ernesr Anderson Forrest Monson CLASS OF 1936 Number of AJumni: 22 Total amounr of Gifts: • I 4,420.00 Participation: 45% $ I 0,000 or more Gertrude Erling Paun+ S 1,000-2,499 Sophia Iverson Gjerde 7 CIASS OF 1938 'umber of Alumni : 4 1 Toral amount of Gifrs: $3 ,650.00 Participation: 29% S 1.000-2,499 Oscar Anderson Edo r Nelson Adrian Tindcrholr S240-499 E. Irene Ncseth Leland Steen+ Hannah Mehus Stensvaag $ 120-239 Joel Torsrenson Gifts up ro S I 19 Else Bjornsrad Salome Eidn ess Cannelin Una Lee Kruse Grctha HaJvorson Loken Lloyd Raymo nd CLASS OF 1939 Number of Alumni: 42 Total amount of Gifrs: $ 130,144.25 Participation: 30% or more Hoyt ~essc rer+ $240-499 E. Margaret arere.n Tra utwein $ I 0,000 Gifts up ro $ 11 9 Carl Ch rislock+ Dwight Elving onrad Jergenson $ 1,000-2.499 Gerald Person $500-999 Lesier Dahlen $240-499 Ru1h Aune 120-239 John Haaland Irene Hagen Kyllo Luther Srrommcn Palmer Wold Gifts up 10 11 9 Robert halmer> Donald Holm Marion Lund Lowrie 1vicn Thompson Paulson Artldle Alberrso n Ver>en CLASS OF 1940 umber of Alumni: 53 Tora! amount of Gifu: $ 1,840.00 Participation: 26% 2 0-499 \''(lanci2 Severson Benson Russel Hclleckson+ Ea.rl '-'incs Erli ng Tungseth $120-239 Henry Chapman Gifu up to SI 19 Valborg Gils,th hri, lock Marcy Ditmanson• Roy Gortlon Flo~nCC" Rc1rum Hovland Irvin Nerdahl Cul Overvold Robert Pcanon Lawrence Rydquist Roger Thompson C LASS OF 194 1 Number of Alumni: 68 Total amount ofGifu: $4 ,040.00 Panicipation: 27% SI ,000-2,499 Fern Hanson Gudmcsud Philip Rowbe rg 5500-999 Thelma ydncs Monson $ 120-239 Sigvald Hjelmeland Clarence Hoversten Vivian Peterson Ruth udim Wold Gifts up 10 SI 19 Erwin hell Reyno ld Erickson Edward Evenson Waldemar Frnm5lad Elmer Frykman Roy Johnson Vernel Johnson Martha Quanbeck May Helen Helm Mork Theodore Nelson . Tang H. Alfred Wcl1zi n• CLASS OF 1942 Number of Alumni: 70 Tora! amount of Gifts: $7,455.00 Panici pation: 2 1% $2,500-4,999 Merto n tro mmcn SI ,000-2,499 Philip Helland S500-999 Mary Eye Helleckson Lo uis Smiih $240-499 Victor Miller M urid Q uanb«k Turrittin Gifts up to SI 19 Hazel Lines Angell hcstcr Brooks Ebba Johnso n Brooks Donald Lundberg Elwood Lundeen Elaine Olson cal Harry So renson Everald tro m CLASS OF 1943 umber of Al umni: 84 Toral amount of ifts: $8,01 5.00 Participation: 25% $2,500-4,999 A. Irene Huglcn tro mmcn $ I ,000-2,499 loria Burncvedt Ne.I.son $500-999 rloue Gisselquist $240-499 Dorothy Herman u ncs Evelyn Amundso n nnack Ruih Framstad tee n erald Thorson+ $ 120-239 Manin L:arscn Arno Mani n lone halgren Martin Wayne Pc1crson harloctc Anderson Ra.s musscn ifis up to $ 11 9 Addell Halveoo n Dahlen llorgh ild Esmcss Herman Holtt'n Elizabeth Bjornstad Luukkonen Lu Verne Nelson Stanford Nelson Henry ,aub Marshall teen leone BolS1ad Tang CLASS OF 1944 Number of Alumni: 77 Total amount of ifu : $2,720.00 Parlicip:uion: 14% $1,000-2,499 hcster Hoversten $500-999 Marvin Sululorf+ $1 20-239 Burton Fosse Kenneth Gilles Gift, up to $ 11 9 Herman Ho&md Norman Nielsen Marjorie Kl even Quam Helen Nichols Quanbeck Vartlon Quanbcck Iver onnack Cora Rishovd Steen CLASS OF 1945 Number of Alumni: 57 Tor.ii amoun1 of Gifts: $6,923.75 Participation: 29% $2,500-4,999 Ruben Egeberg SI,000-2,499 Vera Thorson Benzel $500-999 Joyce ps,th chwarn 5240-499 Marie jenvick Knaphus John P:irbSI Ruih Wel ni n Swanson 5 120-239 Oliver Dahl Muriel Ruud Frosch Marguerite Greguson Larsen ifrs up to $ 11 9 Mildred emock Boxrud Es1hcr Aadland Hofsrad Elin Johnson u ppcgaartl Ire ne Ppcdahl Lovaas Carol Tyvoll Nokleberg L Buesing Opgrand B. Randolph Quanb<Ck CLASS OF 1946 Number of Alumni: 47 Total amoun t of Gifts: $494,702. 16 P:irricipation: 27% or mott E. Milron Kleven James Lindell $ I 0,000 S1,000-2,499 Marion Myrvik Buska $500-999 Orddle Aakcr Clair uommen+ Gladys Boxrud Sttommen corge vcrd ru p $240-499 Gerhard Bretheim Valdemar Xavier+ $ 120-239 Norma Sateren Anderson Gifu up to $ 11 9 Marcella Solheim Nelson Eileen Quanbcck John Steen CLASS OF 1947 Number of Alumni: 69 Tora! amount of Gifts: $228,053.60 Parcicipation: 23% $ I0,000 or more Doroihy Lijsing Kleven+ $2,500-4 ,999 Glen Person Olive Ro nholm $ 1,000-2,499 Harold Ahlborn Loi, Black Ahlborn $500-999 J. Vernon Jensen Margery Manger Torgerson $240-499 P:iul Bliksrad $ 120-239 Sylvia Brandt atercn Gifu up to $ 11 9 Borghild Rholl Gabrielson Lowell Larson Cu-ol YS1eboe Lindsay cmorc Nelson Roy R. Roth John Thompson CLASS OF 1948 Number of Alumni: I03 Tora] amount of Gifu: $ 11,822.00 Participation: 24% $ 1,000-2,499 Jeroy Carlson Rona Q uanbeck Emerson Margarci Nelson Nokleberg Arnold k.1a r Mary chindJer T hompson $500-999 Gerald Ryan Llewellyn Rusrad miih $240-499 Barbara Ekse Carlson Dorothy Quanbeck Johnson Alt on Kn urson Richart! Koplin $ 120-239 T heodore Anderson L, vcrnc Moc Olson Gifts up 10 SI 19 J. Bernhard Bretheim Lorraine Gimmcsrad lyne Esther Bakken C rosby Ca rol Quam Hon e Gudrun Vik Kampen Paul Kilde Duane Lindgren Eliubeth Westphal Pctmon Nathalie Anderson Pererson Mary Kuhn Schmidt Arne imengaard CLASS OF 1949 Number of Alumni: 156 Total amount of Gifts: $22,85 1.65 Panicipation: 28% $5,000-9,999 Dora Frojen Quanbeck John Werket $ I ,000-2,499 Elsie Ronholm Koivula James Nokleberg CLASS OF 1950 umber of Alumni: 227 Total amount of Gifts: S38,629.00 Partici pation: 28% $5,000-9,999 Roy Bogen Ro~rt Paulso n Philip Quanbeck $2,500-4,999 Frank Ari o Georgette Lanes Ario $ I ,000-2,499 Lola Li ndmom Berg Howard Halvorso n Kermir Hoverscen $500-999 Erling Ca rlse n Sylvia Kle,•cn Hanson Archie Lalim Geo rge Lanes Carol \Xlacson Schweizer Eunice Nysruen ortland $500-999 Louisa Johnson Jean Christianson Sverdrup Sheldo n Torgerson $240-499 Rohen Andersen James Ca rlso n Donald Embrecson Arn old H enjum Grace Gisselq uist Johnson Marvin Johnson Margrerra Ramalcy Knutson alvi n Larson Paul Roth Henry Roufs $ 120-239 Ray Anderson Lu ,her Bergeland Lois \X/a rner Bergeland Hel en Haukeness Donald Sa teren Gifts up 10 SI 19 John Almquist Helen Bcrgeland Benneu Jack Berry Fabian Ca rlson Ruth Isaacson ornell hi rley George Foster Betsy Towns Framstad Willard Glade Donna Curry lrgcns Wi lli am lrgens Russell Mamhi e John Midcling Lyla O lso n Robe rr Peterson Donald Peterson John Quam liver Solberg Donald ween Connie Rh oll Wagoner Peder Wilcox $240-499 Ecl,el And ersen And rew Balerud Barbara Kolden Balerud Gordon Bernrson Norma \'Vcs tby Bern cson harlone Forness Egebcrg Marjorie Wi lberg Hauge Doro1hy Gramblin g Hoffiandcr O li ver Joh nson Co rinn e Shei ll Lesli e Lynn Lundin Miriam Hoplin Lundin Rhonda Hek tn er Lybeck Paul Olso n Harold Tollefso n $ 120-239 Rich ard Aune Raymond Bodin 11 Carso n Jr. Alfred Forsell arol Schm idr Larson Harva.rd Larson Roger Leak La Vonne \'Vessman Lyons Quentin Q uanbeck Marion Roe Eliz.1 bCLh Fell and Ronning Jo hn Shelm d Gifts up to S I 19 Edward Alberg Cunis Am lund Marilyn Vai l Andros El mer Anhalt Idel le Nornes Bagne Delphine Jensen Bakke Lois O lso n Berg Ruth Kolden Brown La Verne Olson Burmvcdt hirley Dahlen Robe rt Eftedahl Dolo res No lan Fevig Merlyn Fredman Robert Hagen Enoch H all Phebe Dale Hanso n Beverly Fowler Holec William Holte Robert Howells Rayn ard Huglcn Esther Johnson LeRoy Johnson Delores Farm Johnson Everette Johnson Jean Kuklish Knudsen Wi lliam Knutson Evely n Shelscad Kriesel Marion Anderson Loberg Marion Iverson Loges Mae John son Luhn James Peterson \'(/ayne Pe1erson Herbert Peterson Alfred Sannerud Marion Jacobsen Schumacker Helen Green Seline Joan Fering Smith Vio la clso Solberg Angeline Rolland Sorenson Roben Ulsake r Dav id Wasgarr ClASS OF 1951 1umber of Alumni : 19 1 Toral amount of Gifts: $43,950.49 Pani ipation: 29% $ I 0,000 or more Roben Odegard $2,500-4 ,999 Maro lyn Sortland HaJ verson \V.lliam Halverson $ I ,000-2,499 Aud rey Nagel an der Jennings Thompson $500-999 D. La Rhea Johnson Morserh LaWaync Mo rmh $240-499 Douglas Auguscine+ Gertrude css Berg Theodore Berk.J and Doris Frojen Brecheim Robert Hoffiander alvin Storl ey $120-239 Elaine Hanson Aune Eli1..abcth Becken C1rl Benson James Bergcland Ruby Helland Brown James hrisropherson Ellen Stenberg Erick.son Shirley Larson Goplerud Gloria Johnson Arthur Kuross Erika Sraub iemi Wallace Pratt Dorothy ,vanson Ryan Gifts up 10 119 Marvel loe Ander,o n Kerman Be.nson Gordon Berg James Bergum Do lores Flaa Bjerga Alben Bjerk trand T rygve Dahle Anabelle Hanson Dalberg Harold Emerson Kathry n Thor gard Erickson John Ga rland Paul Green Herbert Hanson Howard Hjelm Joseph Huhcrstrum Eleanor Ewen Hutchinson Arvild Jacobso n John Krenz Clari ce Thingelstad O nsager Lillian Ystcboe Ose Daniel Pearson Stanley Puelscon+ Howard ordand Charl es tenvig Herbert Svendsen Joel Swiggum Mary Valtinson Vevle Roben Weeden Alice Berg \Xlilcox ClASS OF 1952 umber of Alumni: I 6 I Total amo unt ofGifu: $58,77 1.82 Pardcipacion: 37%, SI 0,000 o r more Harvey Peterson Joanne Varner Peterson Ruth Schm idt $ I ,000-2,499 Glen Gi lbcnson Orville Olso n Yvonne Bagley Olson Gordon Thorpc S500-999 Leroy Nyhus S240-499 Eugene Anderson Irene Shels tad Henjum \'(lilliam Kuross John Leak Dorothy Skonnord Petersen Marlo Petersen Charlotte: KJcvcn Rimm ercid Beve rly Gryd, Villwock $120-239 Cymhia Hanske Erick.son Kay Roper H agen Mo rris Johnson Marjorie Danielson Johnson James Kouom Luther Larson Donna Wang Leak Mi ldred elson Karl Pu,erbaugh Rohen Thompson Gifts up ro SI 19 LeRoy Ancnson James Armstrong Norma Arneson L.,urie Balzer hcrman Bohn Berry Brccro David Chrisrensen Lronard Dalberg LcVon Paulson Dintcr Edich ore.m Gudim Elmer H anson M. Joyce Tai.Iman Hanson Mildred Herager Richard Howdls Theodore Husroft Ronald Johnson Millard Knudson Elwood l.ar,on Lloyd Lyngdal Leroy orthfdr Go rdon Odegaard Lyman O m:rn Richard Perry Gladys Dahlberg Pmr,on Vera Peter,on Rachuy Dona,'On Roberu David Rokke Lrona Eng Rokke La ton Schwanz+ Roger helsrad Mae Ness parby Alyce l.ar,on Thureen Orlcr« Hjelle Waller Cl.ASS OF 1953 umber of Al umni: I 56 Toral •mount of Gifts: $25,675.00 Participation: 29% I 0,000 or mone Mork Raabe SI ,000-2,499 Gloria Pariuk Thorpe $500-999 Ruth A:ukov Morlys Rin gdahl Gunderson Berry Munson Nyhw Beverly Nysruen Carlsen Thomas Ohno Allan Sortland $240-499 Herman Egeberg Wilgord Johnson Joan Johnson Kuder Marvi n Larson Ruth Ri ngstad Larson John Lingen Wilmer Oudal Arthur Rimmereid . Arthur hul tz Juliana Lindell hul n $ 120-239 Joyce Jorgensen Eckhoff Leland f-a irbanks Marilyn Elness Froiland M•rvi n Hagen Howard Pearson Edmund Youngquist Gifts up to $119 Helen Lodahl Amabile Elizabeth Manger Andmon Torrey Berge Duane Horace Poncn $500-999 Robert Lockwood Donna Erickson Reimer $240-499 Dorothy Ploisrad Benson Orla Chris1<nsen James Haugen Wanda Warnes Olson Donohue Sarff John Thompson Normon Quanbeck Ardelle Skovhol1 Quanbcck Janice Anderson Rykken Maryls Harleman chmidc John Seaver Jerome Trclscad Robcn Twiton hrisccnscn Joseph leary John Dallond H. Danielson Faith Carlsred1 Dippold Kristian Frosig Cl.ASS OP 1955 Number of Alumni: 122 Total amount of Gifts: $32, I 40.44 Que111in Good rich Norman Johnson igrunn Kvamme Jack Lundberg Donovan Lund~n Donald Oren Richard Pearson Donald Reimer David Rykken Corinne Rethwill Tiegs Harold Werts \V.lliam Whi1< Participation: 2 1% $ I0,000 or more Phillip Gro nseth $ I ,000-2,499 Darrell Egerrson $500-999 Arvin Halvorson Cl.ASS OP 1954 Number of Alumni: 176 Toou amoun1 of Gifts: $6,775.00 $240-499 Grace Larson Anderson Agnes Thompson Becker John Benson Participation: 25% S1,000-2.499 Herbert hilstrom \Vcnona trandic Lund Richard Mahre Ethd Nordstrom hiell 5500-999 James hidl $120-239 enc Anderson Kenneth Bdkholm Jr. Maxine Dahlin ChriSI Helen Halvorson Hjermstad Ervin Johnson La Vonne odcrberg Johnson Janice Brcmscch Larson Philip Nelson $240 99 Louil Becker Mark Johnson Richard Johnson Mavis Kyllonen Robert Langseth Mary Pererson Leak Alice Jensen Noble Roger 1ockmo Gifts up 10 $ I 19 Elaine Foss Erickson Jacquelyn Bagley Hanso n Wallace H•nson Rohen Herman Diane Aho Nelson Beverly Halling Oren Clyde Peterson David Skaar Mavil Berge Trelsrad $1 20-239 Florence Helland Borman Lowell Brown lo ts Bwevics Valborg Kyllo Ellingso n Eileen Johnson Hanson Erling Huglen Lowell Kleven Joyce ravncy Cassill Cl.ASS OP I 956 Number of Alumni: 144 To1al amo unt of Gifts: $20,809.70 Participacion: 22% Gifts up 10 SI 19 Kei1h Anderson Orlan Bjornrud Jeannine Torsten.son Blanchard Willard Bo,ko Roger rlson corge Fisher Jerry Fullerton Lrroy Iscmingcr Orpha Hw hagen lscminger Fred Lee Beverly Jacobsen Lundeen Karl Nesrvo ld Edward Nyhw Winifred Nys1uen Nyhus Ardil Dorr Nysruen Ru1h Pousi O ll ila Lloyd l'cicrson $5,000-9,999 R. Lurher Olson $2,500-4,999 Lawrence Nerhcim $ I.000-2,499 Deloris Anderson I. Shelby Gimse Andress hristine Munson Main Ro nald Main Mark Thorpe IO $120-239 Thomas Benso n Hans Dumpys Robert Norby Elizabeth Mortensen Swanson Gifts up to $119 Margaret Hermanson Barnes Gerald Baxter Carolyn Lower Bliss Ronald Bredeken James Bwkirk Robert Gjengdahl Lloyd Grinde Marlys Nepsund Lester Stanley Ludviksen Roger Ose Ervin Ovcrlund Richard Thorud Merlin White Cl.ASS OP 1957 Number of Alumni: 174 Total amount of Gifts: $46,347.50 Participation: 19% or more Raymond Grinde H• rril Lee $ I 0,000 $ 1.000-2,499 Stanley Baker idney Berg Duncan Fiann Dean Holmes $500-999 Morris Jespersen $240-499 Aldemar Johnson Hagen Thomas Hoffiander Gloria Grant Knoblauch Maynard Nelson Bill Zinn $ 120-239 James Armstrong Dcnncs Borman Wayne Johnson James Norman Gordon Trclsrad Gifts up co $1 19 Richard Berg Harlan Christianson Beverly Olson Flanigan Doris Rovick Hanson Evcrcrr Holr Jcanmc Olson Locke Roger Mackey Erwin Moc Orval Moren James Plumcdahl Daular Billawala Ramamoorthy Marian Graff Skaar Neal nider Marlys Holm Thorsgaard Barbara Gi lbcrc Tischer Richard Vcvle Ronald Welde CLASS OP 1958 Nu mber of Alumni: 157 Total amount of G ifts: $ 18, 145.00 Participation: 26% $5.000-9,999 Mabe,h Saure Gyllsrrom $2,500-4,999 Joan ne Stil es Laird $ 1.000-2.499 Birgir Birkeland Jo An Bjornson Johnson Wesley Sidccn $500-999 Mary Eri ckson Lockwood race Kemmer Sulerud $240-499 Byron Golie Kenneth Hagen $ 120-239 G udwren Ellingson Belkholm Janer Niederloh C hrisrcson C hcs rer Dyrud Le Roi Elias Lois Hofsrad Esselsrrom Hugh Gil more Berry Johnso n Hass Donald Myrvik Rhoda Dahl Myrvik Gerald Parupsky Wendel l Shiel) G ifts up ro $ 11 9 Elycc Lundquisi Arvidson Robert Bagley Dennis Barnaal Vernon Berkncss Elaine Nelson Bernards Erwi n hriscenson Lois Mackey Davis Myrn a Tollefson Ga rdin Bonica Griep r:mley Gu nn Anna Hovland Hanson David Harris Philip Heide . Leroy Johnso n Joy Hu nd ) Johnso n Jerome Kleven Jon Macala heldon Nasce nt Clara Ann Haugen Nordstrom Lr dia Dyrlid Quanbeck Ronald cave L1 Vonc Srudlien CLASS OP 1959 Nu mber of Alumni: 17 1 Tocal amounr of Gifts: S 16,325.00 Parcicipacion: 25% 500-999 ancy Garland Erickson Dale Hanka Ruth risen Moen Donald O lsen $ 1,000-2,499 Paul lmquist Norman Berg Carl Casperson Dennis Gibson Menon Johnson John Martinsen Eugene Peterson Marrin Sabo Inez Ison Schwarzkopf S240-499 John Anderson Ri chard Berge Carolr n Burfield Phyll is Raymond Bu rge Phyllis Dah lmeier Fering Gerald Hendricks Donald Homme Loren Nielsen Darrel I ,cse $500-999 Janee Cooke Zitz.ewin Thomas Moen S120-239 Bruce Cunn ing Donald ilbcrg Kay Lemmcrman Gi lmore Ralph Kcmpski David No rdli e Ramona Pedersen Sectergren Paul T hompsen Marjorie Moland \X'endl Lowd l Ziemann $240-499 John Berg Charles Fering Lois Ander en Golie Arlene dander Hill Rod ney H il l Ru di T horsgard Homm e Josep h Nrsruen Bonn ie Martinson Storley G ifrs up ro $ 11 9 Lois Ritcher Agrimson Norman Anderson Marcia Myring Carlson Ca rol Johnso n Casperson Di Ann hristiansen Dougherty Fred Engelmann Denni G lad Chester Hoversten L1 Vonne Gravgaard Iverson Gerald Johnso n Del Lind Peter Locke Mary Lundquisc Meffert !eve Moore Cleve Moore Jr. Jam oble Dwight Pederson Barbara Jlj esberg Pecerson Nancy Jensen Poeschel Byron Schmid Marlene Srudlien Gordon yverson Kermit Valleen Sharon Grod i Wc:sr $ 120-239 Mary Twicon Bosben James Hanson Rh oda Monserh Huglcn Vicki kor Pearson ifts upro$ 11 9 Lawrence Berg Irene Olson Brown James Brown Dennis Burreson Paul Christensen Nad ia hristensen James G uldm h Donald Hagcs tu en Franklin Hawks James Horn Harry Horne Donald Jorenby Larry Jun kermeier \Xlalter Lundeen Robert Meffert Ronald Miskowiec Richard Overby Sylvia Moc Overlund Dav id Rin gsrad Peggy Oneil Swensen Tal,•ryn Tischer CLASS OF 1961 Number of Alumni : 200 Tora) amo unr of G ifrs: $ I 0, 175.00 Part ici pation : 23% $ 1,000-2,499 Roger Go rdon Marr Ti ldahl Meyers Kenneth Nelson Richard Thompson CLASS OP 1960 umber of Alum ni: 196 Tora) amounr of Gifts: $ 13, 135.00 Participation: 25% $2.500-4,999 Bruce Amundson $500-999 Dennis Johnson Janet Baraldcn Johnson regorr Madson S I ,000-2.499 Barbara Mi lne Go rdon Beverlr Tollefson Uhl enberg II 2 0-499 H >rold Erickson Arden Norum Co nsra ncc ildseth Spangenberg 120-239 Kenneth Akerman Theodore B01ten Lois Burmeister Daniel Carlson George Larson Ron ald L.,u dcrr James Red kc even core Karen Egc:sdal Trclsrad Bruce Westphal Gifts up 10 S I 19 \\7i nnie ordlu nd Anderson ,ayle Arvidson loyd Bakke Harris Bendix David Buchkosky Mary Lou Baker hristcnson Lawr<ncc Gallagher Kenneth jerde James Holden Audrey Halvo rson Hovland Parricia Swanson Kreuziger Joa n Gibson Labs Keith Lcisech George Lundquist Julie Magnuson Marineau Ced ric O lson orlyn Paulsen Myron Rew Mari e Gje rd e Sch link Terrance chlink Judy Fosse Snider Roger ollic Deloris Olson Stinson Gary Terrio Arlene Stockman Torgerson Carolyn Arndt \~ard CLASS OF 1962 Number of Alu mni: 21 Tora) amou nt of Gifrs: $9, 95.00 Participation: 19% $2,500-4,999 Joann Eliason Amundson S 1,000-2,499 Kathleen Aaker Casperson Eun i e Kyllo Roberts $500-999 Kar Hanenburg Madso n Arne Sather Ron ott $240-499 Sonia vermoen Gu llicks Olivia Go rdon Lorcnts Phillip Mauison Roger chwartz. \Xlaync- 1ockman $120-239 Jennelle Joh nso n Cun ning Paul Grm•cr Lois Mahlum Hagen David Proctor Gary Olson Marie Bergh Sandbo David Sevig Roger Bevis Morris Bjurlin David Johnson Sharon Christensen Kildal Diane Garbisch Lcvake Sharon Lindell Momud James Parks $ 120-239 Bradford Aamodt Gary Blosberg Judy Thompson Eiler Mark Gjerde Cordelia Colrvet Hoffmann \'Uaync Christiansen Satoru Sudoh Carla Quanbeck Walgren Michael Walgren Lewis undquist, II Gifts up to SI 19 R. Charles Anderson to $119 Rose Marie Nordin Anderson Kristi Anderson lairc Helland Buettn er Wayne Coil Sherman Coltv<et Loiell Dyrud Kenneth Erickson Tamara Ronholdt Francis Pauicia Hanson Gjerde Marilyn Olson Gron ner Julia Ose Grose Rock Helgeson Lorna Hoverste n Peter Hovland John Hugo Ruch Goschnauer Johnson Lynne Mclean Junkermeier Charles King. Jr. Ella Bowlby Lerud Ina Madison Meyer A. Robert MoUdrem Reynold undnrom Allan Tvcirc Mary Ann Sorensen Urban Cl.ASS OF 1963 Number of Alumn.i: 236 Tocal amount of Gifts: $7 1,298.18 Participation: 26% $ I 0,000 or more Paul Bacalden LaVonne Olson Batalden $5,000-9,999 Nancy Bloomfield Bonemiller• $500-999 Jerelyn Hovland Cobb David Stccnson ara Halvorson Strom Robert Tufford Lauralee Howe unk $240-499 Bradley Holt Karen Tangen Mattison Carol Anderson MeCuen Hans Sandbo Allen Saner $ 120-239 Charles Arndt Ronald Beckman Lannell farmer Mary Lower Farmer Lola Nelson Grafmom Doris Wilkins Johnson Judich Lillcstol Paul Monson David Momud Jan et Evenson Pomu:z Greta Giving Deanne Scar Greco Jo hn \Van ner Linda Tollefson Zenk Gifts up Steven Nielsen Bruce Braaten hrisrophcr Wagne r Lois Knucson Larsen Ann Ring Odegaard Jack Osberg $120-239 Dorochy Borsgard Berkland Joyce Bacalden Richards Brenda Henrickson Capek Wendell Carlson Linda Carlstedt Virginia Hovland Plunkett Gloria Clauso n Bernard D ebar Gifts up to $ 11 9 Carolyn AacUand Allmon Donald Anderson Luther Anderson Karlton Bakke Andrew Berg Charles Daggett David Damcke Will iam Erickson Marya Christensen f-arrel l Stephen Gabrielsen Donald Gjesfjeld Marlys Thompson Gustafson Joyce Gustafson Hauge Mari lyn Peterson Haus Mary Jo Cherne Holmstrand Jean Bagley Humphrey Carolyn Johnson Lee Keller Judith Hess Larsen Julie Medbery Ronald Noc Russell Osterberg Jeffrey P«erson Glenn Pct"crson James Roback Marcia Johnson Ross Arvid chrocder haron Bates Erickson Barry Fosland Margery Kyvig Haaland H. Lester Halverson Robert Hanson Ann Tjaden Jensen Roger Johnson Verlie Block Jorenby .Ell~ Paulson Keiter Sharon Swanson Knu tso n Bruce Langager Mary Lindgren Karla Krogsrud Miley Karen Swenson Nazaroff Patricia trccker Pederson A. Lois Grossmann cncn Patricia cinson hirley Titterud undberg Thomas Wadsworch Carol Erickson Zwcrnik andra impson Phaup Ron Poeschel Sr. L.c,ley Schwarren Schmid Linda Hamilton enta Cl.ASS OF 1964 Num ber of Alumni: 247 Total •mount of Gifu: $67,757.58 Participation : 23% James piess Ke nneth Ziemann CLASS OF 1965 Number of Alumni: 288 Toral amount of Gifu: $283,534 .77 Participation: 23% $ I0,000 or more Helen atcrcn Quanbcck• $2,500-4,999 Robert Nord in Joyce Lcifgrcn Young $ I0,000 or more Kinney Johnson Marilee Alne Schroeder $ I ,000-2,499 Mary Lou Ervin Erickson Dennis Erickson $5,000-9,999 Dan Anderson Stel la Kyllo Rosenquist Charles Schulz $ 1,000-2,499 JoAnn Halvorson Dan id Meyers AJ lcn Hoversten $500-999 Karen Henry Steenson $500-999 William Su om Wanda Wagner Hanson Julie Gudmesrad Laudicina Larry Scholla $240-499 Jerry DeVrieu: ary Langness David Lobben Jean Pfeifer Olson Betty Hanson Rossing David Sidney tanley Spangenberg $240-499 Peter Jacobson Sharon Dittbenner Klabunde Carol Welch Langness John Luoma John McIntyre 12 Marlene Hanggi Heimbigner Janice Mattso n Johnson Paul Larson Gene Nagel Judich Olson Nelson Dwight Olson Steven Strommen Gifts up to $ 119 Lois Luchard Anderson Marilyn Nielsen Anderson Judich Kasin Ancnson Jean Amland Berg Lois Harp Bjorngaard Darryl Caner Gerald Dahl Eunice Bregman Dietrich Keith Dyrud Thomas Eberhart Dale Engel Sharon Kunze Erickson Wayne Fehlandt Paul Fieldhammer Priscilla Srrecke.r Fieldhammer Donald Francis Hildur Oyen Gleason Anica Chrisropherson Granscc Nancy Bacon Hale Robert Hinz Donald Hoseth Edyche Berg Johnson Kendall Kamp Marie Hafie MacNally Michael Marcy Michael Monson Dennis Morreim Larry Nelson Peter Onstad David Paru psky Philip Peterson Joyce Anderson Pfuff Lilah Rasmussen Paul Reiff Judich Reynolds I. Patricia Sccenson Roback Sylvia Johnson Strand William Tessman Lyndon West Robert uller Cl.ASS OF 1966 Number of Alumni: 282 Total amount of Gifts: $ I9,376.08 Participation: 17% $5,000-9,999 Gay Johnson Minear Spencer Minear S 1,000-2.499 John Greenfidd Mary Pecmen Lanfo rd $500-999 Cynthi a Hanso n Thomas Hanso n Beth To rsfcnson $24 0-499 Jani ce Peterson An drews Larry Cole Thomas Coleman Edward Huseby Douglas Johnson Kat hryn Wall Johnson Gracia Nydahl Luoma Rodney Scivland $ 120-239 John Andreasen Larry Hoff Ka ren Johnson Allan Kri stenson Mary Larso n Leff John Miller Robert Nelson La rry O lson Gifts up co $ 11 9 Le nn ore Bylund Bevis Helen Colrve t Clarke Benjamin Colrvec Jud ith Eri ckso n Coppersmith Shirley Sandin Dahl C. Fra nson Kath lee n Kalpin Franson Jack Gustafson Lois undberg Jacobso n Marjo rie Delan y Jo nes Elsie Anderso n La rso n Roberta Humphrey Leinke Jea nn e \Xlanner Morreim Ka ren Lund O rrill Dennis Paulso n Mardelle Johnson Pearso n Darrel Pe rerso n Judid1 Erickson Pinelkow aro l)'" Benso n Pi rrma n Mary Anderson Ra p Niles Schulz James Senn Joa nn Gi lbertson Snyder C harles Stenson James Struve C haron Peterse n Tessman CLASS OF 1967 Num ber of Alumni: 280 Total amount of Gifts: $ 17,735.00 Parricipa cio n: 26% S2.500-4 ,999 John Schwarrz Sa muel Yu e S500-999 Duane hil gren David H auge n Karen Jacobson Haugen Muriel Berg Scholla Grerchen Larson Swenson '-: ayne Swenson $240-499 CLASS OF 1968 Sandra Bacalden Stephen Bacalden Gail Stromsmoe Dow Lo ren Dunham Terry Frovik Rebecca Beiro Huseby Lee An ne Hansen Lack Dennis Miller Rebecca Helgesen Von Fischer Philip \Xlold Number of Alumni : 333 Total amount of Gifts: $36,093.38 Pardcipation: 2 % S I0 ,000 or more Ronald Nelson S5,000-9,999 Joan Vo lz $ 1,000-2,499 $ 120-239 Dean Ersfeld Ron Bu rke James Call Mary \Vestermo Farrar Alan Gierke Ma rilyn Albaugh Gierke Sharon Hendrickso n Gronberg Carol Ne rdrum Grover John Grover Suzann e O ve rholr Hampe Barbara \Valen Hanson Elaine Erickson Larson Mary Ellen Strommen Liebers Geo rge Lillquisc Duane Vik S500-999 Jonath an DeVries Wayne Hansen $240-499 Michae l Arndt Jea n Hemstreet Bachman David Boe \Villiam Farmer lone Agrimson Hanso n Mark Hanson Ge rald Jensen Carole Braud Jensen Lyle l'vlalocky Susanne St3rn Malocky Geo rge Nelso n Miriam Cox Peterson Ea rl Sec hrc Janet Thorp Constance Ackerson \Y/anncr Jane Kn udsen Wo ld Gifts up co $ 11 9 Barbara Anderson Aabe rg Bruce Ande rson John Anderson Stanl ey Bomsta Keit h Bra rsch Ruth Stensvaag Casperson Phyllis Ti nsech Chi Dianne Larson Conn Janet Fischer Dave nport C. Leroy Eri ckson Ruch An n Gjerde Fic, ke Kathleen Mane r Gjes~eld Lorraine Vas h Gosewisch Fred ri c Gro,h Barry Gunderson Kay Dahlquist Gunderso n Robert Haskin Robert Hos man Gene Hugoson Roger Husbyn Eileen Emch Kivi loria La mprecht Mary Lou Lanes Karen U nander James Leschensky James Li ndell Johanna Neidert Bonnie Johnson Nelson Linda U rson Pahl Kenneth Pererson Janee Madsen Peterso n \Vi lliam PiHman Fern R.1Srn usse n Lynn \Vesley Rossow Denn is Sackreiter Karen Foss ackrei tcr Pa1ricia Si1kin Robert Skon egaard Paulene Nelso n Speed Geraldine Neff Wa ll arl Wa ll Kachl«n ~- ti Iiams Hendrickson Jim Hos ch Russ II Ilmu p Duane llstrup Dolores Johnson T heodore Johnson Luther Kendrick David Lofcn~ Janet Lem Marrin Robert Nelson NoRcen Nystrom-Henke Jan Pedersen- chiff Mary Roiland Pccerson Linda hrisce nsen Phill ips David Pilgrim Barbara Hanso n R.1ymond John Roebke James Roms lo Geraldine C.1 rlstrom Rustad Na ncy Peterso n almi Terry Sateren Carol \Xlacso n aundcrs K:1rh leen N)rquist Schorns1cin Robert Schornsrein Audrey eiderhause r cverson Clair Severso n Jan Severso n Byron Troite Lois \Vcl lni n \Y/arrcn CLASS OF 1969 umber of AJumni: 383 Total amount of Gifts: 14 ,970.00 Pa rci cipario n: I 5o1c, $ 1.000-2,499 $ 120-239 Dorothy Anderson Jeffery Elavsky Janet Lunas Gjerde Bruce Johnson Lois Hallcock Johnson Herald Johnson David Melby Marsha Strommcn O lson Lois Monson O lson Al ice Draheim Peters Robert Pecers Ga ry Schmidt John \Y/einard Gifts up to $ 11 9 Donna And erson \Y/. Benso n Priscilla Plan Berg David Berg Joel Iljerkcscrand John Bohnsack Donald Brin Janet Braaten DeGaetano Eli zabeth Hu kee Dere1ich Mary Trulson Durst John Fahlberg Douglas Feig Alan Fredri ckson Jo Anne Oigrce Fritz. Gregory Carmer AJ len Gislaso n Denis Guecz.kow Anne Dauphine Haywa rd David Heidtke Dale Hendrickson 13 Diana O lson Ersfcld John H:uden Lynn Benson Hjclmcland Richard King E:.1rlc Solomonson Km hlcen Kupka Solomonson Ronald Swanson $500-999 James Ericksen Lois Bacaldcn Han en $240-499 Ingrid KJ0s1er Koch Ri chard O lrnsced Sa nd ra La rson O lmsted Melva Lyon Scvig L1wrcnce Turner Jea nne Kyllo \Xlendschuh S 120-239 Pamela Iljorkhnd Carlso n \Y/ay ne Carlson Marilyn Kusel Kirk Michacl Peterson Diane Ellingso n Runquis1 Jerinc angs1ad Spindler Ro bert Scrandquist John Sulzbach Gifis up to S I 19 Julie Teigland Anderson \Xlarrcn Bey Ca rol Hahorson Bjcrkcs1rand hcryl Jenneke Bracsch David Ci na Mary trom Dyrud Peggy elson Edstrom Philip Edstrom Julia Kreie Eidsvoog Douglas Fdix Diane Follingsrnd Mary Michaelsen Garmer John Greenfield Dallas Ahrens Hagen• Paula Mueller Hook Rosemary Jacobson Laurel Jones Johnson Robert Kirchner Joanne Ogdahl Leach James Lindstrom Ma rk Lund Janis Mathison Barbara chivonc Parrish enc Parrish C.role Otte Pesek Karen Jensen Pcrcrso n Dennis P0ipscn James Rostc Kathleen Ford Ruud Mary Mether S.batke Richard andccn Mark Satc~n Sonya Christensen tcvcn Mark Trcchock Cunis Zieske CLASS OF 1970 Number of Alumni: 354 Tocal amount ofGifo: $27,932.17 Participation: 15% SI 0,000 or more Rohen Mid ncss S1,000-2,499 Virginia Golberg Baynes Nancy Paulson Bjornson John Hjdmdand Cheryl Nelso n King Terry Nygaard Paulene Olson Odegaard S500-999 Linda Larson Paul Mikelson Joyce Engstrom pcctor $240--499 James Ashley Kerry Bade Mark Francis Daniel Koch Richard Scime Lisbeth Jorgensen ethre Mary Loken Vciseth $120-239 Pc<cr Agre Daryl Anderson James Fischer Larry Glenn Lon Johnson LaRhae Grindal Knattcrud Michael Thorstenson Ronald Wah lberg Gifts up ro S I 19 Portia Maland Brandsoy Carolyn Gilbertson Brown Mary Buss Kenneth Casperson John Eidsvoog Kathie Gildemeister Erbes Bonnie hristophcrson Feig Lynn Anderson Haanen Donald Hauge rcvcn Johnson Mary Brand, Kley Janis Nelson Klick Marilyn Lading tcphen Larson onya Nydahl Lund Nancy Ldvska Mcnz.ia Dorothy Peterson andr.t Klorz Pilgrim Mark Prigge Nicolyn Rajala Bradley Refsland Lorenc Peterson Rostc Douglas cholla Richard haw Donald mi,h haron Johnson Sulli v:m Diane Johnson Thorkildson M Jane Cornel ison Van Brunt Marilyn Wahlstrom Sonya Hagen Zieske Linda wanson Zimmerman CLASS OF 197 1 Number of Alumni: 347 Tot2I amount of Gifts: S12,73 .00 Panicipar.ion: 14% $1 ,000-2,499 Bruce Bcngrson G2ylord Hall Wayne Jorgenson Kay Hendrickson Owen D2vid Owen u.san con wanson S500-999 Barbara Durkee Mikelson S240--499 David Benzel John Jenneke Bruce amerrc Marilyn Borcherd ing Womeng S l20-239 Susan ibbons c.scy "limothy Casey Paul hindvall William Eggers Alice Rutkowski Ga, rder Gram Husrad Curtis Johnson Rachel Hend rickson Julian Leslie Lee Gregg Nelson Judid1 Larson Peterson Janice Bell chmidt Michael cott Nancy Hedstrom Sim oncni Siephanie Johnson ulzbach Gifo up to St 19 Donald Beach Mark Bcrmcss Glen Bruins Randall Burmeister A. Carolyn Benso n Dauncr Ruth Schroeder Duffy Peter Eckberg Janet Levin Gordon Gary Hagen Marilyn Buschbom Lueth Charles Maland Robert Martin Judy Hoseth Mikolich Lynn Oeder Miller Barbara Berg Pclcrsen Reynold Petersen Leanne Phinney John Rask Linda Gilbertson Romslo Nancy Rosrbcrg ylvestcr Janice Sheldon Thompson Jane Sontag Verncss Jeff Walsh Gregory Wi,hers CLASS OF 1972 Number of Alumni: 356 Tocal amount of Gifo: $ 13,746.00 Participacion: 18% $ 1,000-2.499 David Christianson Michelle KarkhofT Ch ristianson Peter Gale C.nal Pederson Jorgenson Joseph ro rk $500-999 James Agre $240--499 Margaret Rein Bade Joann Kocl ln Frankena Bunon Haugen Thomas Howe Jonathan Nye Pamela Hcrmstad antcrrc $ 120-239 Vivian Yonker Anderson Timothy Brady Donovan Erickson Lyn Froiland John Gisselquisi Richard Habsrrin Naomi Haugen Judy Bacon Haugo Annet1e Olsen Hust:1d Ronald Johnson Mary Whitney Johnson Kathryn Modrow Kufus Gary Larson Patrick Marcy Thomas nell Alan oli Na ncy Becker Soli James Wolslegel ifrs up to SI 19 Lorraine Wienke Aaland usan Anderson Bruce Bo re.son Kathleen Dig,e John Ewert Darla Lovaas Frantz Steven Frann James Geske Alan Huus Rachel Iverson Randall Johnson Lcnnicc Nordaunc Keefe David Lehrke Brian Lundell Margrcra Magelssen Cheryl Lindroos Martin C.rol Ellingson McMillin Mary Muhlbradt )a.nice Nelson Daniel Nordin Kristine Olson Bruce Patterson Kathy Quick Joel Ra>en Pamela Enge Rausch Stephen Rolfsrud Susan Maahs Rowan Rita trampe Samuelson Judith Sandeen Sandell Jill Steele Mary Kay Johnson Stcnsv2ag Saul <ensv:ug Gary Syverson F. Clayto n Tyler Marlys Oelschlager Withers CLASS OF 1973 Numbe r of Alumni: 372 Toca! amount of Gifts: $7, I 60.00 Participation: I 4% $ I ,000-2,499 Marlene Thompson Stork S500-999 Marilyn Gissclquist James Larson $240--499 Linda Wahlberg Jenneke Cheryl Peterson Lange Bonnie Peterson Daniel Peterson Gary Wollersheim Sl20-239 Gary Anderson Rebecca Nysruen Berger Joyce Catlin Marilyn Rude Chindvall James Hagen Dennis Johnson Marvin Lcvakc Andre Lewis Pamela Nichols Nelson Bradley Olson Janice Weum Philibert ynrhia Brakke Wolslegel Gifts up to $ 11 9 heldon Anderson Kim Anderson Jo Ann Berg Bablitch atherine Berglund Becker The Maroon & Silver Society Introducing the ./1£aroon Srfuer SOCIETY _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ __ _ A ugsburg's Maroon & Silver Society was lau nched in 2000 as part of The Augsburg Fund to recogni ze individuals who are committed to supporting current students by pledging to spo nsor an Augsburg scholarship for four years with a pledge ranging from $1,000 or more per year. Charter members of the Maroon & Silver Society lead the way and encourage oth ers to join in , stepping up to a new level of givi ng to build the "living endowment" that an annual fund provides. Please consider joining the current charter members who are helping to build a solid base of ongoi ng financial support that is essential in attracting and retaining our outstandi ng students. If you would like information about making a gift to Augsburg, please call the Office of Institutional Advancement and Community Relations at 1-800-273-0617. D I/we are interested in information abou t joining the Maroon & Silver Society. (Compl ete name a nd address below.) A gift to The Augsburg Fund I/We wish to contribute $_ _ _ _ __ D My check is enclosed. D Please charge my Card no. Signature - - - - - -- GIVING LEVELS: Regents' Circle $2 ,500-4,999 President's Club $1,000-2 ,499 $500-999 Marshall Council $240-499 Builders' Club New Century Club $120-239 Supporting Level up to $119 0 VISA _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ - - -- - - - - - - -- D Master ard Exp. da te _ _ _ _ _ __ - - - - - -- - - - - - - - - D We are interested in the EFT (electronic fund transfer) program (Monthly gift transfer from my bank to Augsburg-please send me the correct fonns) Name(s) - -- - -- - - -- -- -- - - - - - -- -- - -- - ~lass Yea r (s) _ _ __ sr~;r1n_d__________ ___________ E-mail _ _ _ _ _'_'''_"_"Q_'_'"_ _ _ _ __ City _ __ __ _ _ _ __ __ __ _ _ _ _ _ _ _ _ State _ _ _ _ _ ZIP _ _ _ _ _ __ O My/our employer will match my/our gift. Enclosed is my/our matching gi ft form . O This gift can be matched by Lutheran Brotherhood/AAL (if a policy holder). 0 Augsburg College is in my/our will. 3102/AR Place S!amp Here The Augsburg Fund Augsburg College Campus Box 142 22 11 Riverside Ave Minneapolis, MN 55454 con Brown Janet Schurr Brubak Steven Carlson Douglas Conboy Duane Foss Kaui ryn Frank Roger Gorham Jon Hanson Ly,:h Harn David Heikkinen Allen Hdmstcrcer Ru th Gundale Hillebrand Thomas Jensen Mark Johnson Janer Kl even Kujat Mark Ladwig Mark Mart ison Diane Baars Mills William Moos Roberc Nilsen David Pautz Reid Peterson Peggy Srafne Ruch Julie Hagberg waggert Donald Swenson Lee Videen Jean Bridges Wachs Kristine Michaelsen \Vickens Randel Widstrom CLASS OF 1974 Numbe r of Alumni: 376 Total amo unt of Gifis: $222,84 1. 20 Parcicipation: 15% or more Richard Colvin $ I 0,000 $5,000-9,999 Ruth Johnson $2,500-4 ,999 Robert Srrommcn $ I ,000-2,499 Cynthia Behmer Gale Kenneth Holmen Linda Bailey Holmen Gary Johnson Richard Pearson KatMecn linscth $500-999 Alan Bach man Ronald Hovmrad Gifts up to $119 \Vayne Anderson Nancy Kerber Anderson Darlene Anderson James Arends Josic chramm Axncss William Axncss Rhona Newport Brysky Carl Bublin Ann Knutson Bundy Grego ry Carlson Jeffrey Dah l Lavon Emcrson•Hcnry Marvin Felderman Ma.rcia Thompson Hagen Kenneth Hanawk.a Janet Durkee Hohn Lyle Herrmann Michael Hoversten Marlene Chan Hui Karen Anderson Johnson Alan Krann Ka,hleen Anderson Lorsbach Gail Burson Maifeld Paige Nelson Wendy Nilsso n Mary Olson Steven O'Tool Linda Larson Pipkorn Leeda Prcm il Pitra Ro land Root Ri chard Rose Ward Schendel harlcs chulr Lynn Corrin Seykora Carla Joh nson Velenchcnko Julie Johnson Westlund David Langness aomi Larson Diane Loeffler Ruch Anderson Lofg«n Clifford McCann usan Johnson McNeil! ancy oli Mollncr Daniel Nelso n Shirley hristensen ickel James Ring Cynthia Roach James S,•iggum Paula Robercs Tm.loff Norman Wahl Carol Rubbdke Jernberg CIASS OF 1976 Number of Alumni: 406 Total amou nt of Gifts: $ 14,060.01 Partici pation: 14% $5,000-9,999 H. T heodore Gri ndal $ 1,000-2,499 Scon Anderson Stephen Rcinarz $500-999 Jeffrey Edson Stephen Sveom Larry Wells CIASS OF 1975 Number of Alumni : 293 To,al amount of GifLS: $3,345.00 Participati on: 11 % $2,500-4.999 And rea Johnson Strommen $500-999 Linda Hyde Bachman $240-499 Duane Esterly Kathryn Faber Norum Pamela Birdsall Richard Allan Tonn $240-499 Elizabeth Turrirrin Lien Rebecca Per rson Sulliva n Brian Wigdahl $120-239 Rebecca Amdah I Lisa Johnson Anderson Sheryl Birk Gable Mark chwarn S I 20-239 Dean Anderson tephen Blake Karen Hayes Brophy Nancy Thomsen Heckler James Husing Judith Lu-Lawson Michael Lundeby Paula McDermid Lundeby Mary Ranlnff Nancy andro Gifu up 10$ 11 9 Peggy Anderson Mark Bengtson Karen Johnson Brudvig Br nda Hoppes ttadoris David Dahl Eleanor Davis Ri chard Fischer tep hen Gr:12iano Keith Howard Ri chard Kruger 15 Rohen Ohs Dale Paschke rcky Bergh Paschke Ruch Graff Peter on \ illiam Raadt Michad a k Dean mith Joel quadroni Minda Grist quadroni Richard Sviggum tcve Swanson Nancy Nelson Temre ynthia Theorin Michael Thomsen Kauiryn Anderson Wahl Debra Wheeler Thomas Zanh CIASS OF 1977 Number of Alumni: 373 Total amoun t of ifts: S I 2,255. I 8 Parcicipacion: 15% $ I ,000-2, 99 Rohen Anderson Mary Quan beck Barber Daniel Eitrhcim Jeffrey Nodland Dav id Wygant $500-999 Roselyn Nordaune Mark Schmid , Antoincue L'lu.x Svcom S240-499 Jon Bcrghcrr Marilyn Pearson Florian Susan Ga ngsci Ka ren Hessdrorh Beth Quanbeck Lois \Va nman S240-499 Eric Aune Joel Gisselquist Mark Hall Laura Sunon $ 120-239 Janet Nelson Anderson reven Bloom Rachel Rhode Gilchrisc Donald Groce Tracy \Xle um Husing Sa nd ra Hahn hs Dav id Lane Douglas Nelson Jerome Rokkc S I 20-239 Thomas Anderson Jeffery Blix, Mary Fasmcr Bloom Linda Carlson \Vcscon Lee Hagberg Michael He k Mark Rubensrein John Sonnack Lou Ann Dien \Xlenen Gifts up 10 S I 19 Nancy Dahl Andrews Daniel Cassada Jackie Parke r herryhomes B«h Dell Clodfelter Laurie Paulson DaJ,I Jean Maland Dahl Vendla Fah ning David Halaas Shari Simonson Hanson \'Varren Hawkins Linda Bcrgm h Jarvis Chris Jensen Mark Johnson Susan Forsmark Long Randall Lundell olveig Evenson Mattson Larry Morgan Jane Henselin Murray Jeff Nessler Gifts up Lo $ 11 9 Na ncy Bergstrom Allen Debra Chase Anderson Lynne Kohn Bates Alton Bennen Lori Berg Charles Blixt James Bremer Dwaine Bruns Pamela arlson Heid e David orndl Cynthia Anderson Oury Wayne Eklund Nat han Flak Lori Otto Han n Susan Hengy Johnson Susan Lageson Lundhol m Ru th Jacobson McKinney Randall Nelson Laurie Stevenson Nielsen ancy Olso n Philip Raaen Joy Johnso n Rirtenhousc Paul Ritr~house Jo hn Ronning John andness John chraan Phyll is mith Shirk M:irk reeling Ti mothy rrand James tro mmcn Judith Knu tso n Srto mmen Ruth Underdahl-Peirce Sharon vcndscn ~' anvig Cluistine Webber Marjorie Ellis Wdde Virginia Bonde Zanh ClASS OF 1978 umber of Al umni: 370 Tot>l amount of Gifts: P:i.rticipation: 15% sr .292.00 SI 0,000 or mo« P. Dawn Heil Taylor $2, 00-4,999 Al lison Evcrcn Kenneth Svendsen S 1,000-2.499 Kendra Bondcrud S500--999 Jennifer Abeln Kahlow S240-499 Mary Powell Ashley lGrstcn accrc.n Be:rghcrr Thomas Bramwdl Linda King Dennis Meyer Bonnie Lamon Moren Jonathan Moren Michad Sparby Nor«n Walen Thompson Stephen Thompson $120-239 David Backman Thomas Burnside Christopher Gcaso n Patrick Haar Peter Hanson core Kemper Cymhia Peterson Deborah Lease Wagman David Wilhel m Naomi Wi ll iamso n Gifts up 10 $1 19 Dirk Abraham Margam Casey Mark Ch ris1ofl"erscn Mark Depaoli, Donna Woodwick Did rikson Janie Fox-Palmer Tho mas Hendrickson Bruce Hendrickson Richard Hendrickso n Score Jacob Carol Fevold Koepke Carol Rom ness Loncar Tarnalyn Anderson Lundquist Thomas Lundquist Rachel Li ndel l Nelson Carol Krassin Nissen Deborah Larso n chul tz Mark Tonsager Karhy Yakal G ifts up to $ 11 9 Linda Anderson andra Spiczack Elhard, C raig Ellestad Cynrh.i a Erickson Kathleen Dan ielson Gabrielsen Anncrte Stiern Gcisdrnan Tonia Hendrickson Gustafson Kim Ranc:zka Gyu ricsko Janet Olson Halaas Joni Jensen Ayrlahn Johnson Karen Rust Kulenka mp T homas Kulenkamp Mark Lamberty Mark Lewis Marguerite McDonough Paula \Vinchcstcr Pa1crmo Kristine Peterson Pearson Bruce Peterson Katie Piehl Connie Lamon Pricn Scon Rysdahl El len Wessel chulcr Kevin hca Suzan Moe tegemocller Robert toreygard Richard Swenson Marc Thoen Janis Thor,son Amy Jo Thorpe wenson Timothy \Voltcr Deborah Wood burn Ronald Zillmer Joan wenson-Br<denbe Van Win S 1,000-2,499 Kevin Bonderud usan Johnso n D rakulic Mark Moks nes P:i.mcla Hanso n Moks nes Bee~")' Bjella Noclland Jul ia Davis cyrlund Philip tyrlund Jcfl"r,y wenson 2,500-4,999 Gary Tangwall S I ,000-2.499 Manin Larson S500-999 JefT«y Jam es Jacq ueline Brookshi« Teisberg $240-499 JoAnn e Moeller-Andersen Phill ip Nelson Robert Roy Harold Weick $ 120-239 indy Brehm C laud ia Walters Forsberg Dann Forsberg Anita H ill Hansen Janet orenssc.n Ru benstein Lisa Rusinko Paul anncrud heryl Michelsen Slen en K. Phoebe Worthing1on 16 Brian Gauger CLASS OF 1981 Lau rie Fykse n-Seise $ 120-239 Eric Anderso n Annette Johnso n Anderson Mark Aun e David Boors Mary Brand t roft David Ei trh ei m Jul ie Edso n eason Catherine lngman Golv Lynn Schm id,kc Lyng Laurie Nelson O rl ow Debra Mercier Peters G ram Rykken Bill Carlson Samuel Dyrud Kath ryn Encalada Janyce Erickson Kristofer Fenlason CLASS OF 1980 $ I 0,000 or more $240-499 John Aune Rebecca Lund een Aune L Es Lrem T heresa erbus Estr<m Carol Dubovick Hard Michael Kenn edy Adelaide Pererso n ParbSI Sharo n Laki n Up1.o n cott Wclxr Brad Brewster Gai l Menke Ka rla Wiese Mi ller Nicholas Nelso n Emilie Nysruen Kennedy usan O hnesorgc Jacq ueli ne Roesler Pe1erson Donald Potter Terri Radovich Lana Hall Skahen heUey Patterson ruen Jody Anderson undlee Dana Patch Thomas 1ephen Wenrzcll Number of Al umni: 437 Total amount of Gifts: $22,332.68 P:i.rtici pacio n: 12% $500-999 Laurie Carlson Paul Daniels Sally Ho ugh Daniels C hris1opher Haug Terry Jellison Lisa Bradshaw O lso n Jay Phinney Brett Batterso n Ann Pirschka Bielenberg Michael Bloberger Gayle Lammi Boyer Fri n Hadd er• Julie Leviscn Hammons Paul Hartmark Dawn Hendricks Peter Jackson Eunice Johnson Maryl Gardin Jordahl Paul Kilgor< Cynth.ia Ellman Kneisl Roben Lafleur Lee Lillquist Sue Lyback-Dahl Kevin Oss Roald Sareren Val Lebus Sicllo Margaret O lson Sommers Susan Svcndby Sorenson John Sor<nson Gayle Anderson Teskey Kory Teskey Dian n Uzelac John Wagenaar Chris Walker Robyn Arnold Zo Uner Verno n McI n tyre ClASS OF 1979 Nu mber of Alumn i: 408 Tot>l arno un1 of G ifts: S 19,766.92 P:i.rcici patio n: I 6% G ifts up to $ 11 9 Number of Al umni: 422 Tot>l arnounr of Gifts: $2 1.869.84 P:i.rcici patio n: 13% S5.000-9,999 Tracy Elftman n $2,500-4.999 Leeann Rock Dean Sundquist Robert Wick $500-999 P:i.mcla Herzan C rowell revcn Rosvold Naomi Christensen Staruch $240-499 Galen Bruer revcn Grinde Erik Kanren Kimberly Markie Dean Moren Ru th Musch inske $ 120-239 Brian Arvold Janis Blomgren Aune Camilla Knudsen Carlson Barbara Gilbert Elisabe1h Lundeen Sandgren David Soli Ka ri Anna Beckman Sorensen John trommen John Twi1on Gifts up to $1 19 hristopher Ascher Arlin Becker Mark Bodurtha Gregory Boone Michael Burkhard, Christine Conroy Cherwien Gary DiSalvo Victoria Jeffress DiSal vo Charles Emmons Pere, Froehlke Louise Becken Gallagher John Hofflander Kristine Johnson Wair Johnson Fred Larson Dav id Leonidas Charles McCan Dana Holmes McIntyre Wa rd Miller con Musselman Janine Mattison Nelson Lyndon Nelson Julie Holm Odi l Suzanne Sienkiewicz Peterson \'(/endy Nelson Peterson Susan Dahlgren Sackrison Kirsten Schwappacl1 Stephanie Togerson Sipprell Penn y Becker ull ivan Karla Morken Thompson Lisa Ness Trai nor Kath leen Knost Van Ness Maureen \'(/ebster Kathy Yelle CLASS OP 1982 Number of Alumni: 546 Total amounr of Gifts: $ 16,920.42 Parricipation : 9% $2,500-4 ,999 Bri an Anderson $ 1.000-2,499 Melinda Tuma Arvold Roberr Arvold Elizabeth Barn John Evans Debra Krueger Knight Rodney Sill $500-999 Jeff Christenson Lori Moline $240-499 Kathleen Jul in Benson Mark Hulrgren Jon Lillejord $ 120-239 Michael Cady Cheryl Howard Fisher Daniel Roff Julie Reinke Roff Jeffi ry andgren Sheryl Anderson Shark john Turner Katherine Aune \Vade Gifts up co $ 11 9 Paul Amos Laurie Bennett Halvorson Debra Hannu Jane Helmke Charl es Hout:S Terry Johnson Susan Hackbarth Lundquist Janet Griffi th andford Susan Hanso n As mus Rich ard Bennett Douglas Bergstrom David Berryman Leslie Boyum Terry Brown Roxanne Rauschnot Buchanan Sharon Pautz Carey Scon Daniels Karia nn DahJen Sanny James Sierakowski Daniel Thompson Jea nette Hovey T hompson Charlene Ellis Rebecca OscendorfTungseth Denise Engebretson Mary Yu ri ck Jean Hanso n CLASS OF 1984 Donald Fulton Rand Henjum Nu mber of Alumni: 429 Toral amount of Gifts: S I6,673.66 Penelope Larson Hinderaker Sand ra Walrer Holten Peggy Egge n Hyyrinen Eliza beth Bly Iverson Parli cipation: 8% $ I 0,000 or more Roger Griffith Cynthia Blomqu ist Johnson Rurik Johnson Laura Kasper $ 1,000-2,499 Brent Crego Paul Mueller Kim Asleson Okerstrom Heidi Smith Labyad Grego ry Opi n Lynda Bonsell Orr Randall Peterson Parri Eve nson Ruth John Sackrison Shell ey Swanson Sa teren Maureen Cooper Thomsen $500-999 Michael Picken $24 0-499 Kyle Anderson Philip Johnson Brenda Hansen Peterson Ron ald Tungmh Julie Lien Vanderboom Katherine Drechscl Vichich $ 120-239 Bruce Arvold Michael Bodnarcz.uk Paul Burow Cunis Eischens ynrhia Fir1.patri ck La urie Ofscedal Frarcall one Patrick Sir Rhond a Riesberg Tjaden CLASS OP 1983 Number of Alumni : 538 Total amoum of Gifts: $ 15,44 1.56 Participation: 6% $ I 0,000 or more Julie Nelson $ 1,000-2,499 Joan Mo lin e Gifts up co $ 11 9 Manha Hanson Baco n Dave Covan Susan Dolan John Ennen $500-999 Melinda Causron Lee Nora Andersen Si ll erud Jim Finch $240-499 Paul Elliocr Marya Mattson Hultgren David Meslow Christopher Nelson Michael chwa rrz Kalharine Ku chera Gruber M ilcs Hauge n Kent Karn ick Janer Larson Karn ick Lisa Rykken Kascler Carmela Brown Krnn i Donna Lewis $ 120-239 Robert Adams Pamela Brakke Lanning Kachleen Lysell-Crawford Maren Lecy Ogdie Jerry Quam Daniel Schueller Patti Lloyd Perry Madsen Anthony Nelson Mary Olson Douglas Ru,h Julie Schume Loni Loftncss Sharp Gifrs up co $ I 19 Daniel \Vestrum Jay Ziemann Timorhy Asgrimson Jea n Nadea u Boern er Alan Corn elius \Villiarn Ennen Lori Schmidt Fisher Linda Dibos Graslewicz. CLASS OP 1985 Nu mber of Alumni: 464 Total amount of Gifu: $ I 25 ,809.65 Participation: 10% 17 I 0,000 or more Jean Taylor 5,000-9,999 Cheri Hofsrnd Kamp $ 1,000-2,499 M.aric Eitrheim Lee Hawks Lisa vac Hawks Na ncy Mackey Mueller Norman Okers1ro111 $500-999 tevcn Lee Charles Ra cl, Tamera Osell Rath $ 120-239 Bria n Ammann Dawn Gerbe r Ammann Jane Blame uscr Michael Burden Quinn Karpan Lisa Wo nh Kindwall Michael Pirn er Jen ni fer Jo hnst0 n Schai dler Sue Thompson Michael Tjaden Gifts up ro $1 19 Katherin e poo lman Ahlrich Sherry Sein Akridge Cheri Johnson Anderson Peter Au ra n Reid Bonshirt Bernie Brunello Joy Burkhart De-an Rollin Eri ckson R L1wrence Evans Lisa Erickson Gustafso n Clay Gustafso n Jen ni fer Olstad Hammer Ann Scharberg Hein Sreven Jones Carrie Kosek Knott James Maen ens Li nda Ott Carh leen Smith Pagels Tamera Oscll Rach Charles Rath Roben Smrekar Serena prengc r Steffe nhage n Kay Scracing Noel Swanson Kaye Schouwe iler Th ibau lt corr Thompson Ka,hyTiffc CLASS OF 1986 Number of Alum ni: 398 Tocal amount of Gifrs: $5,245.00 Panici pat ion: 11 % $ 1,000-2.499 \Xli lliam Anderson $240-499 An n Erkki la Dudcro Marth a Gisselquist John Wahlberg $ 120-239 Duane Birnbaum Carol Cyprian Callahan raig Fcring Lynn Pendergast Fering Nicholas Gangesrad Linda Gfrcr,,r Gifts up to $ 11 9 Todd Anderso n Kevin Augustine Debra Balu.r M ichacl Berry Ken neth Boehm Leslie Gilberrson Bonshir,, Kara Hansel Buhr Virgi nia Carlson Anne Conzemius Richard Danielson Peter Dien Mary Dow-Bunnell David Drake tcphcn Harriry Carol Johnson Robert Kappcrs Kristen Knoepke Kristin Lundquist Karin J:bo Mantor Caroline Quinzon Marvcts Kristin Scttcrgrcn McGinncss Anthony McPhill ip Thomas Miller Sarah Evanso n Nelson Michelle Moritz Richards Ann Sclberg Robinson Margam Rog David Shaskey Lynn Demaray plitm ocsscr Julie Subia Tammi Klcincn Trclstad Joanne Whitcrabbit John Yazbcck Mark Zaruba Lois Vaagenes Ziolkowski CJ.ASS OP 1987 Number of Alum ni: 557 Tow amount of Gifts: $4 ,240.0 1 Pan iciJ>2don: 7% $500-999 Alice Dahl Roth $240-499 Brian Brakke Keith Gliva Lisa Johnson Wahl berg $ 120-239 Danic:I Aune Joel Engel Karen Sterner Engel Scot1 Enu Janice Cox Green Sally Montei McPhillips Drew Privette PauJTerri o Traccy Morris Terrio Todd Weis Gifts up to $ 11 9 Amy Hyland Barett Christine Wacker Bjork Mary Johnson Boehm Carol Chase Caroline Krapf Gifford Sylvia Dickinson Vicki Ellingrod Morris Engler Lisa Brakke Geislinger CJ.ASS OP 1989 Number of Alumni: 4 19 Tora) amount of Gifts: $2,442.56 Dean na Germai n $ 120-239 Teri Bloxham Girtus Timothy Gustafso n Bradley Meyer Pamela Eckhoff Meyer Todd teenson Participation: 7% $240-499 Cheryl Solomonson Crockett Carolyn Ross Donald Wichmann Jean Guenther Christian Hahn Melanie kar Hansen Julie O lson Hendricks Judith Jarousek Jacobs Andr,,w Moen Wendy Rude Panged Gifts up to $ 11 9 tcvc Ainsworth KariArfstrom Debra Brazil Merrilee Miller Brown William Bunnell Lori Jackman Handberg Amy Johnson Hanson Carrie Johnson Ingram Lauren Johnson Barry Kedrows ki Brian Larson John Mayer Mark Muhich Catherine Oniskin Nash Linda Ruekcrr WiUiam Schwartz Roberta Shaw Carol koglund Suess 1imochy Suess Cathleen Kleiman Thom rcven Thom Janet Lindell T horson Aaron Warwick Iris Porter Paul Renstcd Michelle Rolfs- Dunbar Ramona Rusinak Corine Grundhoefer chlepp Christopher chulz Suzanne Ziemann chu.17. Steven cvcrtson Emalee Hayden Vicker Mark Wheeler Donald Williams CJ.ASS OF 1988 Number of Alumni: 402 Toe,) amount of Gifts: $4 ,151.84 Participation: 7% $500-999 Paul Norman $240-499 Chris Pieri Arnold James Arnold Clay Ellingson usan Hakala Gliva Patrick Lilja Heidi Norman CJ.ASS OF I 990 Number of Alumni: 389 Total amount of Gifts: $5,560.00 Panicipation: 7% $ 120-239 Brent Lofgren Mark Morken Scon Peterson usan Warnes Quam $ 1,000-2,499 Bruce Holcomb Neal Malmberg Kurr \Vehrmann Gifts up to SI 19 Douglas Baretz Michele Kloppcn Chapdelaine Kelly Peterson Duncan Jean Eilerts0n Paul Goen Margaret Nutter Guelker Chris Hall in Carole Holmberg Hamer Daniel Handberg Nicole Hcnz Louise Brown Immen Sha.ron Johnson Chris LcBourgeois Sandra Ludtke Jennifer nater Olson Pamela Paar Parvi Rebecca Arvold Pfabe Maryan n Roudebush Sarah Wojtowicz Stehly Gregory Thorson $240-499 Alex Gonzalez $ 120-239 Janeen Burow David Chad Todd Delong rcvcn Gircw Greg Hanson Pat McNcvin Lynn Huotari Pinoniemi Carolyn Young chucller Gifts up to $ 11 9 Sharon Alton Bruce Bina Lisa McEathron Caswell Doug Cyphers Mary Ann Pox Domholdt Rebecca Fahlin 18 Robe.re Harris Sally Hedman Lawless Julie Edstrom Olson Claudette Parris Pete Rinzd Bradley Schafer Debra tone Schumaker Paula West Stevens Michael Stofferahn Sara Nieman Syverson Dan Terrio Judy Chamberlain Twisk Deborah Zic.man CLASS OP 1991 Number of Alumni: 5 I4 Total amount of Gifts: $8,383.20 Participation: 5% $5,000-9,999 Colleen Kay Watson $500-999 Carla Asleson $ 120-239 John Beatty Steff.my Colgan Bernier Christine Coury Campbell Renee Clark Corey Davison Stephen Hagstrom Joelle Audette Hilfers Kent Kleppe Todd Machlin Kevin Ronncberg Heacher Laatsch Saby Gregory Schnagl Dean Wahlin Gifts up to $ 11 9 Debora Blakeway Andrew Carlson Laura Bower Cunliffe ue Dunleavy Christina Emery Kristen Hirsch David Johnson William Koschak herri Larson Br,,nda Lundc-Gilsrud Lindy Lundgren Clayton McNeff hirley Severson Julie Urban CJ.ASS OP 1992 Number of Alumni: 590 Total amount of Gifts: $2,500.00 Participation: 4% $240-499 Jeffrey Meslow Julie Westcott Traft $ 120-239 Debra Groezinger Pcrcr Hespen James Lensing Erick Norby Kristen Hauschild Norby Adam Olson Molly Pochtman Schnagl Brian Swedeen Gifts up to S I 19 Lau ra Brcck.hcimer Kim be rly Brodt T erri Burn or Kathy Lindberg Evavold Bradley Levenh agen Debra tcffcnson Meier Gregory Page Barbara Peterson lin a Kubes Peterson Scon Peterson Jennifer Piper Eliza b«h Guyot Purcel l Carol Riege r Debra Young Rurh Lois Schwarcz. Ca role Senty Marla tranon AJ ayne Thoreson Mi chell e Westrum CLASS OF 1993 Number o f Alumni: 6 I 0 To ial amount o f G ifts: $5,65 .00 Participacion: 6% S I ,000-2,499 Andrew Fried $500-999 Donna Magdanz Willi am Vand erwall $240-499 Jonathan Erickson Joseph Ho ialrn en Ki mberly Mcslow Marilee Poe Li, Pushing Fal linc undquist $ 120-239 MiSti Al len Binsfeld C hristoph er Bush Erik Hellie Melissa Danko Machlitt Carol Seiler had hilso n Heidi Wisner Sraloch Peter teen Gifts up ro $ 119 Lisa Alexander Marc And erson Rira Billingto n Margaret Granr Browne Do nn a Canno n Juani ta C ucler Mark Deming Laurie Palmer Drolson CLASS OF 1994 Nu mber of Alum ni: 53 1 Tota l amo unt of G ifts: $3,493.32 $500-999 Jacqueli ne Kni efel Lind Nancy Toedt Dale Parvi James Rustad C harlon e C rawford To urville Chad Hanson Mike Jerd e Jessica Barker J hnso n Joseph Lav in Michael LeD uc Roes hcll Lewis Harry Lockrem Linda O liva $240-499 Wi ll iam Gabler Eil een G lasspoole Lisa Schroeder Nelson C hristopher Terrell Lisa Rirchie Terrell CLASS OF 1996 1umber of Al umni: 524 Kathleen owles Participation: 6% Go rdo n Flanders Ka tie Gerwing Ja on Hanson \Vendi Hockerr Craig Johnson Catherine Kurvc rs Tho mas L,Bd le Kay La rso n M irchel l Darleni: Mueller Michel le Li ndsey Parso n Heidi Ri gcl rnan Scon Scholl Karla Singer Robert Wasik $ 120-239 Crane Christianson Karin Ludwigsen Ro hcs1er Susan Estcnson Johnson Laurie Beckm an Yerzer $ I ,000-2,499 Terry Marqua rdr $240-499 Co n rad !eyer $ 120-239 Patrick Griswold Marth ew Rochester Ni ls Dybvig Robert Fi rzs imons Jr. $ I ,000-2.499 Tara Cesarerti D arrell Laurie Zins Christa Barnard Close $240-499 John Nielsen Rachel Schu ltz Nielsen Kent Tangen Teri Hanson Jesus Hernande?. ttwarr Mi chel e Braley CIASS OP 1997 Number o f Alu mn i: 502 Toral amou nt of G ifts: $5, I 30.00 Partici pation: 5% Debra Ridderin g Miller helley urry O'Neill Jam Rosenberg Jo hn ander Sherrie Knauss eidcnsticker Connie Arndr Rebecca Satre Benncct CLASS OF 1995 Num ber of Alu m n i: 555 Tora l amo unt o f Gifts: $ 1,725.00 Partici pation: 4% G ifts up 10 S I 19 Greg Bachmeier Margaret Benson Renee Burger•McM ichacl L1Lonnie Erickson Bra 111 Goen Susan Laabs Benjamin Lorent CLASS OF 1998 Number of Alumni: 47 To tal amou nt of G ifts: $3,027.00 Partici pati on: 4% G ifts up to $ 11 9 Christine Clay Ri chard C racraft Mark Du ffy Janell foel Stonna Goodwin Lori Langager Higgins Barba.ra Jensen Joan Johnson Karen Grobe Johnson Ti ffa ny C rawford Klen Deborah Emery Knutson Thomas LaJ im Deni se Sid ee n Mc Neff Vonn ie Blevi ns clson Julie Severson Norman Pacricia Pardun Jonathan Rose Sandra Vo ss Wollschl ager Mi chael Haub as Jeffrey Krengel S500-999 Lee warrwoudr Hanmann $ 120-239 L1urie Bcnncn Parrick hesla Jul ie Dein C larke Do nna Falls Se mlak Patri ck Thull $240-499 Scon Anderson Bonnie Bina Shirley An dreason accornan Total amount of G ifts: $2,3 14.50 Partici pation: 4% Gi fts up m $ 11 9 C indy Weyhrauch Carrie Kennedy Deanna Oman James Osberg $ 120-239 Sracy Erlanson Bergmann Troy Bergmann Jennifer Peine Hel lic ara Rh ines Masters D arren Garren Julie Hanson arah Evans Kuehl Lu ke Mal loy Michael Mo rel and G ifts up to $ 11 9 Peggy Ban ks Eloisa Le Echave, Jason Exley Dustin Froyum C1.lvin Hanson John Hurst Kaydcc Kirk \Vill iam Monroe Manhew Osberg K.risrin L1rson Palm John Pena Hea ther Gunderson Rose Thomas Ru ffa ner Linda Schmidt chwichte nbcrg Susannc \Veiss Daniel Vener CLASS OF 1999 Number of Alum ni: 68 To tal amounr of Gi fts: $2,945.00 Participation: % Mary L, uer Waln $ I ,000-2,499 $240-499 Mona Domaas Ann Riebe Meister $500-999 Lisa Theure r $ 120-239 Teresa. ook S 120-239 Marissa Hurtcrcr James Kindwall Harold N ichlcss Deborah Hunerer Caroline Rossbach Woitas Gifts up 10 S I 19 G ifts up 10$ 11 9 An drew Allen Amy Anderson Nancy Holmbl ad Mi chell e Breen Kathleen \Vt lder Burn Jennifer yle Stefu n Grysb Debbie Knudson-Seliski Dawn Haglu nd Berry G ustafso n Kenneth Hagen 19 Ann Meyer Anich Pamela Preimcsbe.rger Ba.kcr Jennifer Bahuff Vicki T raurmann Goh I Na tasha Hamann hrista Hassman Terry Hermanson Linda Gravon Homan Wa nda O lso n Jasd1 Diane McQuarry Lisa Nos Jennifer Amundson Palmer Steven ach re Todd Tourand Kyle Wheaton CLASSOF2000 umber of Alumni: 08 Toral amount of Gifts: $3,622.00 Participation: 4% S 1,000-2,499 Carolyn Hardel Christopher McLeod Ryan Mills Sherilyn Storms Murphy Chad Olson Bonnie Stueve Ostlund Brenda Seaver Catherine Rosik Shea John Stover Samuel Walsech $ 120-239 Joshua Cagle Em ily Miller Jared Trost Gins up to $ 11 9 Dawn Anderson Kirsten Arveson Michelle Basham hari Benoir Ryan Bueler Patricia Heinzmann Lorri Kenny tephanie Lein $500-999 Paul Tetzloff Gifts up to $1 19 Madeline Bartels Jennifer Eckman Eric Long Jessica Norman Scot Olson CLASS OF 2001 Number of Alumni: 549 Total amount of Gifts: $675.00 Participation: I% ANNUAL GIVING Faculty & Staff SI 0,000 or more Philip Fandrei W1Uiam Frame Allen Housh S5,000-9,999 Garry Hesser Philip Quanbcck, r. '50 Pacrick Sheehy SI ,000-2,499 Richard Adamson David Anderson James Carey L)•le Griner Deborah Hutterer '99 Thomas Morgan Barbara Nagle Marilyn Sharpe Jeffrey Swenson '79 Richard Thoni Donald Warren $500-999 Leif Ande rson Arlin Gybcrg Irene: Jensen Jennifer Kahlow '78 hriStopher Kimball Mary Kingsley Lillian Maunu An Meadowcroft Beverly Nilsson Betsey No rgard Norman Okerstrom '85 Ronald Palosaari Jay Phinney '79 Ronnie con '62 Joie & Frankie Shackelford Beverly Stratton Rebecca Taute Nancy Toed, '94 John & Peggy Cerrito Teresa Cook '98 Rebekah Dupont Mark Engebretson Laurie Frarcallone ' 84 Ann Garvey Cynthia Greenwood '03 Joan Griffin Herald Johnson '68 Martha Johnson Colleen Junnila Benjamin Kem John Knight Kristen Kran Joan Kunz Lauri Ludeman Craig Maus John Mitchell Michael Navarre Lois Nielsen Vicki Olson Jack Osberg '62 Pacricia Park Drew Priverte '87 Michael chock Edward Skarn ul is Nancy Steblay Grace ulerud ' 58 Mark Tranvik Mary True Joseph Underhill-Cady Sharon Wade Pamela Weiss Darrell Wiese '60 J. Ambrose Wolf $240-499 Heidi Breen Jeroy Carlson '48 Lawrence Copes Marilyn Florian '76 Carol Forbes Paul Grauer Paul Helgerson Norman Holen Bradley Hoh '63 Mary Jacobson Barbara Korman Rosemary Link rlos Mariani Karen Marccr Esther McLaughlin Donna McLean Ann Meister '97 Conrad Meyer '98 Gordon Nelson Dale Pederson ynchia Peterson Jill Pohtilla Larry Ragland John Recd Bruce Reichenbach Michael Schwa rtz '83 harles hcaffcr Ida Simon Donald Stcinmen Berry Wade Donald Wichmann '89 David Wold Joseph Young $ 120-239 Margaret Anderson Rob Arnold Anthony Bibus Julie Bolron Michael Burden '85 Janelle Bussen Gifts up to $ 11 9 John Benson '55 Laura Boisen Lois Bosch William Capman Beth Carlson 20 Janna Caywood Nadia Christensen '59 Charles Lee Clarke Jacqueline deVries Jay Dobberstein Suzanne Dorce Doran Edwards Ruth Enestvedt Carol Enke Joseph Erickson rephen Gabrielsen '63 Calvin Hanson 1 98 Emily Hause Jennifer Hellie '94 Amy Hero Nancy Holmblad '95 Ella Howell '02 Daniel Jorgensen Jeffrey Krengcl '93 Steven La.Fave Stephanie Lein '00 Karen Lindesmith Ray Makeever Theresa Manin Diane McQuarry '99 Catherine Nicholl Norma Noonan Jessica Norman 'OI Julie Olson '90 Joyce Pfuff '65 Lillian Reire James Roback '63 Thomas Ruffaner '98 Pam Schreurs Lora Steil George Sverdrup '46 Kathryn Swanson Patrick Theigs Philip Thompson David Washingron ANNUAL GIVING Parents & Friends SI 0,000 or more John & Joyce Boss Joel & Mary Ann Elfrmann Bobby & Barbara Griffin Norman & Evangeline Hagfo rs Mark & Shirley Hanson Donald Henn ings Jane Herzog Dick & Glenda Huston Ri chard & Sa nd ra Jacobson James Johnson Dean & usan Kopperud Philip & Diane Larson Emma Lorcntso n La rry & Marie McNeff Lucille Messe rcr I. \'v'isra r Morris Roger Pulkrabek Morris Schonenstei n James & Eva eed Eugene & Margaret Skibbe Glen & Anna Skovholt John & Kath ryn Tunheim $5,000-9,999 Dorothy Bai ley James & Kathy Haglund Nancy Ho mans Pea rl Husby James Johnson & Maxine Isaacs Mu ri el Kappler Afa n & Janet Karvonen Mo ntgo mery 0 . Herber, & Ilene Lindquist Gerard & Anne Meistrell Robert & Maria nn e Sa nder Andrea Vento $2,500--4 ,999 Kjel l Bergh Mi chael & Terry Free man Roe & Beverly Haden David & Caryl Larson Michael Olson John Paulson Ronald & Arl ycc Peltier Frances Roller urti s & Marian Sa mpso n Patricia Sa muelso n Richard St.m 1.000-2,499 harl es & Catherine Anderso n Donald Bonemil ler Floyd & Ru,h Case Mary Dewey Ri chard & Carol Holy El iL'lbeth Ho rto n Mimi Johnson+ Ka~n Larsen Jeann e Narum John & Patricia Parker Karin Peterson Don Irish & Marjorie Sibley Paul & Betty T ve ice Catheri ne Va n Der chans St.even & Ma rtha \Va rd May Ka-Yee Yue $500-999 Ro land Amu ndso n Marlys Barry Ri chard & Nancy Borstad L. Gracia C hrinenscn \"(lilliam Dun can Richard Gi dquisc Robert Gran rud 11Jiam Hal verscadt Lo ren Henderson Rhonda Hubba rd Dua ne & Ruth Johnson Kenned, & Rhoda Mah ler John & L, urie Mcwethy Dea n Moo re O rs. Mike & Van Mueller Joel & Jeanne Mugge Edward eshcim No rm a Palmer Glenn eefeldt Arne Sovik John & Lw ene teen $240-499 Ron Boerboom Dani el Brin k Judi th hris1cnse n Parti iena n Shirley Dah l Dick & rolyn Duerre Greg Gisselq uisr Pcrc.r Gisselqu ist George & Frances Grober James Hagquisc Jack & Sharl ene Hauer Paul Helgerson Kun Hob.inger Eri ck Johnson Glen Johnson Max ine Johnson Trice Johnson Steven Klin g Gregg Kuehn Harriett Ku rek Larry Lee Deborah Leser David Lidcen M. Lykes Michael & Debra McC ray Karen Novak Bern ice yhus Donald lsen J. Roderick Rinel l Ea rl Robenson Peter Ru liffson George imones Anna Spiess David & Annabelle w:mson (non-alumni) Karen Twectcn Gunnar & Mary Wick Elsie Wildun g John & Renata \X'i nsor John Zimmerman $ 120-239 raig AJexa nder lary Arneso n David Austin & La ura Dresser Ronald Austin Darrell Bosell Gerald Brockberg H. Mead Cavcn Roger hristians Patrick Cronin Paul Deursch Al ice Eva ns Kathl ee n Eva ns Darald Evers Mindy Evers Keith & usa.n Fahnh orst Ru ch Flesner David Foecke Devean Geo rge Borghild Gissd quist John Grygel ko Curtis Hargis Stephanit:: Hauge n David Hiben Sylvia Hjclmeland ail Holmes Erv in & Li nda lnnige r Richard Jacobson Russell Jerd e Eric Johnson Gerald Kegler Eda Kel ley Tom Kli mek \'(lill iam Kron schnabel Dean L3 mbcn Clayton Lcfcvcre Jeffrey Louden & Marage1 Cain Beve rly Mathiasen Doreen Maye r Abigail Mildbra nd James Mo ndo ,lenn Nycklcmore Aval on Okerson . Richard Palen Richard Palla Jerry Peterson Ro nald Pfeffer Mi cchd l Piper Robm Powell loria Pou .ini David & Ann Preus Tim & Caren Privert e Phillip R., nhci m Rmh Rehwa ldr Ka rhy Rich,er Gudru n tenoien Rebecca renoien 21 Richard Tyler Mark Vand d ist Ri chard Walker Fred cgscheider John Wdshon James & Nancy Azarski Hea1her Yerbich E. Lo rr:i inc Yokic Gifts up to SI 19 Jeff Abel Pccer Abell Karen Ackerman Dale Ackm ann Cordeli a Agrimson Joy Agrimson Reuben Aho Roland Allen Ea rl Alron ancy Amacher Jeni fe r Amb ler Ralph Ammann Barbara Andersen Alben Anderson Arthur Anderson Berry Anderson Z.1 ne & Carole Anderso n Douglas Anderson Elaine Anderson Gordon Anderson J. Anderson Linda Anderson Ernest & Marga ret Anderson Ma.rvin Anderson Phil ip Anderson Raney Anderson Ray mond & tvla.rga ret Anderso n Robert Anderson Roger And erso n Rol:rnd And erson Sophie Ande rson Vernon Anderson Leo na Andert Ri chard Andert Stephan Andert Albert Annexstad Michael Aquilina Charl es Amason Milto n Arneso n Betry Arveson Sonja Ashner David fui lcso n Evelyn As plin Timo, hy As pl und Paul Baadsgaa rd Carolyn Babcock Mary Bakke n Ge,•eva Ball G. Bancroft Davi d & Karen Barber Thomas Barrett Roben Bathen Marsha Batt Oarrold Bauman \Villiam Bauman 0 . Baumann Verna Beardsley Richard Becker Gary Becks lkverly Bedard andra Bclkcngrcn reven Benck hcricda Bender Valerie Bengal Elsie Berge Mark Berg, Roben & Rose Marie Bcrghcrr C. Berry Lronard Biallas Carsten Birkeland Melvin Bisson Birgit Bjornson Cun Blanchard Donald Blanic Jerold Block Gary Blom Thelma Boedeker Craig Boehlke Lowd! Bolscad Robert Bonahoom James Bonham Joseph Borkman John Borry Ervin Boschcrc Catherine Bowler Kevin Bowl ing Mary Boyack James Boyce Linda Boyer Lucy Boyum Kathleen Boz.i., Richard Bradfo rd usan Bradford Ronald Bragg George Brakclcy Donald & Josci Brandli Ray Brande Milo Brekke Dennis & Kathleen Brekkcn Mabel Brelje Bryce Bresnahan Paul Bresnahan Jay Brewsccr Eric Brockberg Mac Brockberg Esther Brodcruis Wayn Broggcr Henry Bromclkamp Robert & Mary Brooks A. Brosiu.s Donald Brown Oran & Jean Brown Raymond Brown Barbara Brunton Bath lcnn Bru.ss Steven Buban Charles Burford Howard Burgdorf Janis Bu rkhard, Patricia Burns Kcnncch Bu.ss Robcrc & udic Bu1chcnhan John & Caroly Cain Clarence Campbell Carolyn Canfield A. arlson Carl Carlson Robcrc Carlson Paul Career Harlan Caven \Vinsmn Cavcrt Roger Ursine John Challas Lynne Chambe rlin hcstcr hambcrs Mary harfield David hilstrom Allan Christensen Kit Christensen Clyde Ch ristenson Earle Christenson tcphen Christenson heri Christiansen Howard & Vernita Christianson Robe.re lydc Arthu r Coleman Don Conlin Eugene & Bmy Connon Ruth Connon Donald Conrad Leslie Cookm•n Roben Correa Jaso n Couhcr Eloise Cr.i.nke Mike Curran Genevieve Cwrcr Liv Dahl Olga Dahlen Karel Dahmen Catherine Daines Ruthie Dallas David Dalton Laura Mac Daniels Randall Danielson Glenn Danz Marilyn David William Davies Karen Davis Timmy Davis Lloyd Delsan James DeMan Elayne Dnclar John Dickinson Kath leen Diehlmann Yvonne Dicrenficld Mildred Discad Joyce Ditmanson Anne Dinlcr Ron Dockery Nancee Doepke Ru.ssell Donnelly Valerie Dunagan Richard Durgin Frank Eastburn Margaret Eberle Todd Eccles Gilliam Egan E. Egeberg Hannah Ehrlich John Ekholm Avis Elli ngrod Lisa Ellio11 Kari Elsila Donald Elwell Charles Elzca Donald Engelbert Carol Engler Lowell & Carol Erdahl E. Erdmann Donald Erickson Josephine Erickson Kenneth Erickson L.1urcl Erickson Loci Erickson Ronnie Eskierka Robm Esse Robcrc Euc Melvin & Margaret Evans Grant Evavold Terence Evavold Mark Even Ruch Even Iara Evju Thomas Fabel Ardis Falkman Kure Falkman Irma Fallon Walcer Faster Gloria Fcik Lyle Fenne Dale Fencich Norman Ferguson Carl Fcrtman James & Joyce Fischec Celine Fitzmaurice Ruth Flahcrcy Thomas Flam Michelle Flanders Richard Flesher Mary Ford alvacorc & Mary Forgione Tim Foster James Fournier Eugene Fox William Francis June Franzen Garry Frazier Jean ne Frederick Cloris Frederickson R. Mary Frey Nancy From Richard Funk Ruch Gabrielsen Allan & Eleanor Gabrielson Shenandoah Gale Frank Garaffu Kimberly Gaslin David Gerber Joel Gergen Thomas Gerlach Frank Gery Bruce Gcssell Jerome Gcssell Jeffrey & Karle Gessel! Odelia Gcssell Elizabeth Gibbs role Gil bmson John & Shirley Gissclquisc Gary & Barbara Glasscock Jessica Glenn «phen Godsall-Myers Merrill & Ellen Gollicc Garold Goodyear harlcs & Elai ne Graham Karen Graves Robi n Grawe 22 Jean Greenwood Roberc Gregerson Howard Grinde Al Gruenhagen Tico & Guadalupe Guerrero Chester Guinn Rod Gulbro Paul & Julie Gulstrand Mary Gusca&on Pamela Gu.srafson Renae Gustafson Roge r & Lucille Hackbart Ernest Haemig Ken neth Hagg Roger Haglund Hossein Hakim Gregory Halbert Bernice Haley Dave Haley Carol Halverson Clara Halveno n Craig Halverson Recd Hamer Ruch Hamilton Paul Hammer Edward Hansen Jean Hansen Richard Hansen Enid Hansing Lois Hansi ng Adella Hanson Lyle Hanson Mary Hanson Paul & Dolores Hanson William & Viola Hanso n T heodore & Fern Hanwick Helen Hartmann Nancy Haskin Douglas Hathaway Anne Ha ugaard Lawrence & Lois Hauge Carolyn Hawki nd Susan Hawks Arie Hay Rose Heaps Lisa Hedin Herman Heinecke Arthur & Patricia Helde G. Helgesen Russel & Loraine Hclg,,en Robert Hellen Tilford Hellie Nancy Hendricks Dorochy Henderickson Roberra Henke Jane Henni ng Paula Herring Edwi na Hertzberg Joann Hicks Richard Hilbert Jonathan Hill Margare.c Hiner R. Hoaglund Mary Hogan Joh Hohenstein Sugvald Holden Courr Holman Herbert Holman John & Mary• Hoium Dorothy Homstad Barbara Hope Robert Hosokawa Philip Hoss Glenn & Lois Hove Edi 1h Hovey Kevin Humbert Valborg Huglen ElizabeLh Huisman Phyllis Hultgren Dieter Humben Richard Hume P. Hurley Douglas Huseby James & Bonnie Hvisrendahl Robert Hyatt Michael Hyden Kei rn Illa Kevi n Illa John & Geri Imes Bruce Inglis Donald Irish Thomas & Caro lyn Jackso n Kathryn Jackson-Wilson Erick Jacobsen Lois Jacobsen Jacquelin James Lo rrai ne Jan sen Tony Janu Charl otte Jensen Robert Jensen Roger Jewen Lloyd & Marie Joel Joseph Joerger Amy Johnson Anee Johnso n Berey Johnson Clark Johnson Genevieve Johnson Helen Johnson James Johnson L1rry Joh nson Linne Johnson Ma rk Johnson Mary Johnson Naomi Johnson Ralph Johnson Richard Johnson Shirley Johnson Virgil Johnson Walter Johson Wm. Johnson Lore Jonas David Jones Roger Jones Mark Jordan Ka ren Jorstad Leola Jose&on Lorraine Juul Juan Kadi esl-y Larry Kah ler Phyllis Kah n Cyrus Kano Mayth ee Kanrn.r Deloris Kamen R. Kapala James Kap pel Ka thy Ka rl Kurr Karsko Willa Kay Thomas Kees Lo rerra Kempf John Kendall Bernard & Carol Kern James Kerr John Ke rr Mollie Keys Lorraine Ki effer Margaret K.iekhacfcr Leanne Kingsley Thomas Kings ley Kari Kleven Katherine K!oehn Leo Klohr Evalyn Knabe Al ma Knapp K. Peter Knobel Florence Knudsen Agnes Knuth James Knu rson Lynn Koch Dale Koestler Moi ra Kohl man Frederick Kop plin Richard Ko rkki Dorothy K, in ke Dorothy l<Job Denis Luebke Richard Luedtke Jayce Lu nd Marilyn Lund Ken Lunde Raymo nd Lundquist Jena Lune.rman Charl es Lu n Rob in Madsen Ri chard & Kathy Magnus John Magnuson Rebecca Magnuson Wal lace Magnuson G. Maki Jerome Malak John & Janee Malone Anna Manger Joan Manning Regina Marchi Merrie Marinovich Michael Marinovich Peter Marinovich Richard Marinovich Mary Mastel Frank Matthews Lesley Mayer Pamela Maye r Perry Maye r ue McCarville John McCoy Rica McGaughey Richard McGuire Ma rian McHarg Malcolm McLean Bonnie McLd lan Eugene Mc Leod David & Irene McPhail \Xlill ia m M wee ney Joan Meierono Jamie Mci lahn T. Meisberger M,rk Meland Dale Mensch James Me red)'k Richard Meyer Joseph Miano Lester Mikelson Bruce Mikkelson Harold & Elai ne Milbrath William Milbrath Lorrai ne Mi ller Michael Miller William & Toni Mi ller Tom Millerbernd Maurice Mi lscen Dcrva Minear Michel le Missli ng David Moen Muriel Mohr Charles Moline Tom Mo nrgomery•Fate David Mooney Jerry Moore Paul Moory Mary Mo reira Dean Morgan Delbert Morga n John Morga n Rick Morgan Susan Morgan usie Morga n Bernard Morrissey Duane Krohnke Susan Kuhn Roben Kun reuther Rose Kuntz Harold Kun2 Karen Kusrrin Mal)' Kva nbeck Rosemary Laband z John Laco Pa1rick Lair Frank & Pamela LaManna Andrea Langeland Leonard L1ngc r Jr. Donald L1 pp Karen Larsen Cathy Larson Gordon Larson Jim Larson Ralph Larson Ka thleen Lase Joseph Lavely Carl & Muriel Lawrence K.1 ren Lawson Bertram Leach Nicholas Leach Alan & Dorothy Lee Dorothy Lee Otis & Kathryn Lee Lorerra Lee Mary Lou Lee Nin a Lee Ray Lee Kevin Leg red Richard Lemke Jane Leonard Eri ca Lep p Barrs Lewis raig & Glo ria Lewis Margaret Licht Elsa Lindquist David Lingo Emily Lippert Roberc Lirtle Helen Liversidge Lance & Frances Loberg Ge ne & Arlene Lopas usan Loush.in Elm er Lovricn Roger Luckmann Henry Lucksinger 23 Helen lorse Olson Mary Beth l-.. foureau Joseph Mrkonich Jean Muecing Leroy Mullerleile Mildred Murdock Bruce Murray Delores Murray Joyce Myers• Brown Arthur afra.lin Frances Neh r John Ne iderhiser Elmer Nelson Gerald Nelson Judith Nelson Ka thleen Nelson Lennan Nelson Opal Nelso n Rand )' Nelson \Villia Kay clson Constance Newton Gladys Newrnn Joseph Nichena Catherin e Nicho l.I James ickel Gerald ickell Fred Nielsen Gregg Nielson \Vi ll iam Nienaber Kaara Ni lsson Steven ilsson Craig Nobbdi n Lois Nonbohm Marvin Nyscrom Michacl Oberg Keith Ohmann Howard & Bettye Ison Cunis Olson Glenn Olson Harold Olson Jon Olson Mary Ellen O lson Wade & Mary Oman Ri chard & Rae Ormsby Anna Osberg Rosemarie Pace Gary Pallansch Gra ig Swenson & Beth Palmer Bonnie Palmquisr Judith Pasco John Paulson Steven & Rebecca Pearson Thomas Pedersen Beth Pederson Joel Peed Michael Peroz. Ge rald Perry Michael Pcrsack Douglas Peters Rebecci Pecers Phi li p Petersen Clara Pccerson Dean Peterson Denni Pccerso n Dianne Peterson Duane Peterson Jean Peterson Rohen Pe1erson Ross Peccrson William Peterson Monte Pencrsen Martha Pierce Perry Plank Edward Pluimcr Ronald Poeschel Goldwin Pollard Robert Pope Greg Porten John Porten Mary Poul en Gary Prcwcrt Thomas Privette Kevin Putt Larry Quanbeck Thomas Quanbeck William Rademache r Holly Radice Brian Rad,ke Shyamala Raman Lany Rasch Ron Rasmussen Douglas Ray Leland Rayson Daniel Reber Calvin Reeck Abigail Recs<: Hilbert Rttse Patricia Rehbein Geo rge Reilly John Reinhardt John Reumann Eliz.abeth Reynolds Lisa Reynolds Roben & Gail Rice Maxine Richmond Richard Ricklers James Riede Richard Riis Douglas Ritcher Susan Robbins Rodd Rodenwald Sheila Rodriquez Charles Rogers tdfanie Rogers Jody Rohde Goodwin Roise Joyce Romano Ellen Roscher Andreas Rosenberg David Rosenthal Susan Ross Bob Rotter John Rova Eri ck Ruby Jane Rudolf Duane Rudquist Donald Rodrud Cheryl Ruff Sandra Rumscick Robert Rust Rebecca Rustad Michael Ruzek Dorothy Saland Mary Sam uel Ca.rolyn Sandvig Leland Sareren Jr. Angela Satre Gerald Sacre Melba Savold Douglas Schendel Leeanne Sch.ere, Robert Schierclbein Robert Schiel Kevin Schleir Linda Schmid Gary Schmidgall Mary Schmid, Rodney Schmidt Marilyn chnacky Jeff Scholl Jay chr(u rs Carrie Schwarn Joseph Schwarn William Surcon George & Kathleen Sverdrup Donald wanso n Donna Swanson Geroge Swanson Joan ne Swanson Leslie Swanson Lloyd Swanson Steve Swanso n William & Frances Swarbrick Aud«:y Senson Richard Swindlehurst Matt Schwarn Scott Schwartz Steven Schwarcz Roger Schwarze Betty Schwie Angela Schwingler Linda cort Loleta Scott Mary Scott B«:nda Selander Lisa Scnbel Wayne Serkland Thomas Servais Gary Shaffe r Kenneth Syverson Daniel Taggan Josephine Talarski Diana Talcott Marvi n & Orlette Tatley John Taylor Wayne Tellekson JamesTetlie James Thalberg Andrew T heisen Renae Thies David Thoen Berbara Thompson Neil Thompson Vivian Thoreson Dean T horpe Joh Mark Thorpe Lloyd Thorsen Paul & Joan Thorson James Thurman John lieben Vivian Tinscth David Tomlinson Cassandra Toro Ludolph Torsrenson Marvin & Sandra Trandern D. Trenary Bruce Trick Janet Triplett Ruth Trosvig George & Barbara Trough, Merry Tucker Arnold Turner Orlando Tweet Hendrika Umbanhowar Eldon & Shirley Underdahl James Unglaube Leroy Urhammer Lynette Usgaard revcn Shcrmoc.n Frederick ickcn Dean Sienko Barbara Sigurdon Beverly Simmel ink Laura Simoncs Ginger isco Willard Sjoblom Phyllis Skogen Gordon koglund Helen Skutley usan medberg Harlen Smcncr Elaine mith Lorraine Smith Myrtly mith Paul nyder Warren nyder Paul Sortland Phyllis Spangurd Paul Sponheim Thomas Srackpool Go rd on raff Ronald raff Cathy tark-Risdall Trudy Stech man Arvida Steen Kirsten Steen Shirlyn Steinmen Myles & Eunice Srenshoel Ben Srephens Donald Srephenson Stanley Stiver H=l S,oeckeler Ma.rilyn tolesberg Olaf toraasli Delbert Srrand Gary Slrandemo Margaret crane Ph ilip trau.ss Kimberly Strein Evelyn Streng James Stuhr Mavid uffel raig Sulzdo rf Kar<~n Summers Edward Sunde Gertrude Sundsted Betry Suncrer Dennis Van Dover Larry & Patricia Van Tuyl Laura Vander Wegen Janet Vaughan Terri Vetsch Paul Vogel John Wade Margare, Wagnild Wayne Waldal Nancy Walsh Karen Waltar Kenneth Walre r Grace Wangaard Michael Warber Donna Wa.rncr Sharon Warner Marion Watson Leonard Weber Jacob Wegscheider Donald & Charleen Weidenbach Joel Weisberg 24 Stephanie Weisner Pamela Weiss James Welch Marianna Wells Douglas Wendler Mark Wernick Sarah West Srephen We=II T. Wetzell Thomas Wetzell Robert Werzler James White Thomas Whire Mark Whittenburg Joel Wiberg Brian Wicz,k Steven Wieland Jennie Wilson John Wilson Ruth Wilson Charles Wilt William Winchell Janice Winter Patrick Wimer Thomas Witschen Orville & Edna Wold Roy Wolff Michael Wood Jeffrie Wozniak Donald & Ardis Wriglu Christopher Wrobel Fred Wroge Jr. Deborah Wuerffel Chesley Yellott Lorraine Yerbich Nichole Yerbich Vincent Yerbich Thea Yoder Ronald York Pamela Zagaria Elisabeth Zall James Zastrow Daniel Zbosnik James Zenk NcaJ Ziemann Kelly Zschoche Dominic Zweber ANNUAL GIVING Churches, Corporations, Foundations, Government, and Other Organizations @N WARE Inc. 3M Foundation A Place ro hinc Prod uces ML Home Office Accenture Foundacion In c. AD Telecommunications Agilent Technologies Alliam Techsystems Alliss Educac.ional Foundarion American Assoc. of Colleges American Ex press FinanciaJ American Family Mortgage orp. 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O livet Lutheran Church Honeywel l Foundation Huss Foundation IBM Corporarion Immanuel Lutheran hurch Ingredient Marketing Intel Foundacion James River orp. Jan Kcntala Photograp hy Jane N. Mooty Foundation John Larsen Found ation Trust Johnson & Johnson Johnson Institute Foundation Johnson, Wes t & Co., PLC Jostens Foundati on, Inc. Kcckciscn's Sporting Goods Kleven Family Foundation Kopp ln ves tmenr Advisors Inc. KPMG Pea, Marwick Kraus-Anderson Construction o. Kuhlm an Enterprises Law Offices of Michael Weidn er Unu n hcvrolet Lilly Endowment, In . Lockheed Marrin orp. Lucent Technologies Lundene Esm e (Henry & el ma) Lundquisi Law Offices Lucher cminary Bookstore Lutheran Brotherhood Management Reso urce olurions Marquenc Bank McKesson Foundario n Inc. MDB Medtroni c Foundation Merck & Co., Inc. Mmill Lynch Messiah Evangelical Lutheran Church MIAC Fund Michael's Styling enter Midway Automotive Superstore Midwest of Cannon Falls Minnesota Murual Foundation Minnesora Associates Ameri can Minnesota Priva te College Fund Minncsora \'(/rcstling Coaches Associati on Monsanto Fund Morher of God Monastery Mr. Pizza Inc. NarionaJ Recoveri es Inc. Noble Seasonal Lighting, Inc. ormandale Eva ngelical orth Cen1ral Builder, Inc. orLhwest Airlines Inc. People in Bus in Care Pepsi-Cola BotLling Co. Peterson Pontiac GMC Trucks Philip Morris Inc. Pickeu Consulting Prairie Cardiovascular Premier Outdoo r Services Inc. Prcs1ige Drywall Principal Financial Group Pro Edge Power Procter & Gamble Foundation Prudential Found:uion Rebound Enrerpri ses Reem Home Rehabilitati on Inc. Rcliasta r Foundatio n Ringdahl Founda1ion Rolf elson & Associates RSB oachcs Rubel Real ty Inc. San ec Corp. S Johnson Wax Fund Inc. SCP Control Inc. SHAP O Pri ming Share- It- ow Foundati on SiliconGraphics Computer Systems imply Fres h Food Inc. Socieiy Of Mary S1. Lukes Lutheran Church St. Paul Compani es t. Paul Compani Inc. t. Paul's Lutheran hurch Scar Tribune State Farm Co. Fo undation Su"acegic Directi ons, Inc. und er Foundatio n SuperValu 25 Swenson Anderso n Associa tes T C Dis tri ct Referees Tallakso n Imi table TruS1 TBL Inc. TCF Naiio nal Bank Minnesota Tenn ant Foundati on Times Mirror Co. Toro Company TotaJ Promodons Trini ty Lutheran Congregation Turck In . Twitchell orporarion UFE lncorpora1ed Un ilever United States Inc. Uniied Technologies UP Foundacion US Bancorp Founda1io n US \'<'est Founda1ion Valen Financial Services VaJparaiso Uni ve rsity Volk Sewer & \X'acer Inc. \Veils Fargo Foundatio n Wells Fargo, Bank Am \X'csrwood ports \'(that's in Store \Xlhirlpool orpor:uion Xcel Energy THE AUGSBURG COLLEGE ANNUAL REPORT BOARD OF REGENTS, 2000-2001 ALUMNI BOARD, 2000-2001 Rev. Gary E. Benson '70 Ms. Jackie C herryhomes '76 Ms. Tracy Lynn Elftmann '81 Mr. Michael 0. Freeman Mr. H . Theodore G rindal '76 Mr. Norman R. H agfors Jim Bernstein '78 Brent C rego '84 Jeff Elavsky '68 Paul Fieldhammer '65 Andy Fried '93 Ch uck Gab ri elson •77• Tom H anson '66 C hristopher Haug '79 Kirsten H irsch '91 Linda Bai ley Holmen '74 Karina Karlen '83 Jackie Kniefel Lind '69, '94 MAL Mr. James E. H aglund Rev. Mark S. Hanson '68, ex officio Ms. Beverly Thompson Haden Mr. Allen A. Ho ush Dr. Ruth E. Johnson '74 Mr. Dean C. Kopperud Mr. D avid J . Larso n Ms. G loria C. Lewis Rev. Jose Anto nio Machado Ms. Julie R. Nelson '83 Mr. Ronald G. Nelson '68 Rev. Glenn W. Nycklemoe, ex officio Mr. Ro nald J. Peltier Mr. Glen E. Person '47 Mr. Wayne G. Popham Mr. C urtis A. Sampson Mr. G len J . Skovholc Mr. Ph ili p Scyrlund '79 Dr. P. Dawn Taylor '78 Ms. Jean M . Taylo r '85 Mr. Michael W Thompso n M s. Kathryn H . Tunheim M s. Joan L. Volz '68 Paul Mikelson '70 Andy Morrison '73 Liz Pushing '93 Meri Pygman '93 Beth To rscenso n '66 Colleen Kay Warson '9 1 MAL Berty Wi lliams '83 1962 Lew Sundqui r 1963 ara Halvorson rrom 1964 Robert Nord in 1965 D arryl arcer 1966 T homas H an son 1967 Jo hn lawson 1968 lone Agrimso n Hanso n 1969 Lois Peterso n Bollman 1970 Terry Nygaard 1972 Kathy Modrow Kufus 1973 Merja Wile nius Fox 1974 Marlene Chan Hui J 975 Jann Meissner H amil ton 1976 Larry Morgan 1977 C hu ck Gab ri elson• 1978 Michael parby 1979 Mark Aune 1980 Rob LaFleur 198 1 Janis Blomgren Aune 1982 Lo ri Moline 1983 Su an Kappers Ryan 1985 Norm Okerscrom huck Rach CLASS AGENTS, 2000-2001 1986 Deb Balzer 1941 1943 1944 1944 1987 C heryl W icsoe Dudley Richard Jacobson G lo ri a Burnrvedc Nelson C hester Hoverste n Joyce Opseth Schwartz Vera T horson Benzel 1946 John Sceen 1947 Agnes Valvik Larso n 1948 Jeroy Carlson Arnie Skaa r 1949 1950 1951 1952 1953 J 954 1956 J 957 1958 1959 1960 l 96 1 Cal Larso n Shirley Dahlen Dan Pearso n LeVon (Vonnie) Paulson Dimer Ruth Aaskov Herb C hi lsrrom Carolyn Lower Bliss Scan Baker Byro n Golie Carl Casperson Dale H anka Phyllis Acker Barb Niesen McG lynn Sharo n Mackenthun 1988 Sand ra Kay mich 1990 T rygve Nyscuen Carol Sei ler 199 1 Kristen Hirsch 1992 Heather John ton 1993 Misti Allen Binsfeld H eidi Wisner caloch 1994 Amy Nora n 1995 Lisa Carlson ackreicer Amy Torgelso n Forsberg 1996 Jayne Rudolph Heather Birch 1997 Amy Bowar Jen Ringeisen 1998 Calvin H anson Terry Marquardt 1999 Jackie Fuhr 2000 Sam Wal eth 2 0 0 0 - 2 0 0 1 .A-UGSBURG CO LLEGE Office of Insti tutional Advancemenr Augsburg College, CB 142 221 I Riverside Avenue Minneapolis, MN 5545 Non -profir Org. U.S. Postage PAID Mpls., MN Pcrmir No. 2031 MAL... the numbers: Number of students Wh en cl asses meet (beg. fa ll '02) 45 every other Saturda Average time to degree 3 years 38 Average age Percentage of students coming from: Business sector 44% Non-profits 31% Hea lth ca re 25% MAL graduates, like the Class of 1999 pictured here, represent a wide spectrum of professions and job sectors. MAL students enjoy frequent opportunities to meet together with faculty. Here, MAL director Norma Noonan (right) confers with student Kathy Gibson. communicating effectively; and creating and sustaining hope through vision, action , and persuasion." The goal of the program is noLonly the study of leadership , buLdevelopment of leaders, which usually ends up transforming the individual during the process. Students enter Lhe MAL program for many of the same reasons adult students enter other graduate programs-enhancement of current job or career skills, improved opponuniLies for promotion, change of careers, or personal growth . Whal students experience in the program is often much less tangible-increased selfconfidence, greater wi llingness to take risk, desire Lo make an impact in their organization or com munity, and abi lity Lo communicate more easily in the workplace. Barry Vombrock, a 1996 MAL grad , says, "I've become a more balanced thinker (my undergraduate degree is in electrical engineering) with a personal style of leadership n unured and tempered to a degree that ould easily have taken eight Lo 10 more years of life experience." Spring 2002 Transforming careers and lives For many, the MAL experience has led Lo changes in their professional and personal lives. Lisa Zeller, president of The Phaedrus Group and a 198 1 Augsburg graduate, was among the first 34 students in the MAL program and finished in 1989. "Having an advanced degree in leadership helped gel my foOL in the door to the fi eld and company I was interested in ," she says. "From there, l was able LO sLan my own business in 1994." Vombrock, who shifted from one industry LO another and is now with HealthPanners, Inc., says the MAL program helped him find talent as a synthesizer, which he feels allows him to "seize opponunities from a different perspective and use unique, stronger plans to achieve goals." Lind, with the Division of Ecological Sen ~ces of the Minnesota Depanment of Natural Resou rces, says that her thesis work has led Lo over 60 requests for presentations and seminars. MAL-a timeless relevancy As distance learning and "click" courses become more prevalent in graduate education, the human interactivity of Augsburg's MAL classes continues LO prO\~de dimensions of learning that equi p people for multiple careers and changing workforces. Jim Kline, vice president of manufacturing fo r SICO America Inc., who finished his MAL degree last May, enrolled at Augsburg because he felt the liberal ans approach helps develop a more wellrounded person. "To be effective one must be able to deal ,vith all forms of diversity and change (continuous improvement) in today's manufacturing workforce," says Kline. 'The ability LO think creatively and LO respond LO new situations, which we hope is enhanced by the curriculum in the MAL program , ,vi ii help our alumni meet the e,·erchanging challenges of the workplace in the 21st century," according LO Professor Norma Noonan , direcLOr of the program and of the Center for Leadership Studies. For info rmation about the Master of Ans in Leadership program, call 612-33011 50, e-mail <malinfo@augsburg.edU>, or visi t <www.augsburg.edu/mab. • A-UGSBURG NOW 15 COLLEGE OF THE THIRD AG E Serv i ng o l der l ea rn e rs f or a quarter century "Engaging minds, enriching lives." ils a slogan for Augsburg Colleges innovative College of the Third Age. But more importantly, its a philosophy that has been lived out and expanded through a quanercentury of taking educational opportunities to older learners in an ever-widening arc around the nvin Cities. Modeled after a similar program at the University of Toulouse in France, and named after the French concept of the "third age" as the time of maturity (follmving youth and adulthood), the program is the brainchild of the late Augsburg professors Mimi and Einar Johnson. They devised a program of providing learning opportunities for older adults taught by older adults. But, to make the concept even more palatable, the Johnsons, along \vith social work professor Vern Bloom, the programs first director, came up with a novel idea. Instead of having the learners come to the College, they would take the program to the learners. Courses were taught in high-rise apartment buildings, community centers, and churches. Not only did the idea catch on, but it took off and has not stopped growing. Starting with 12-20 courses and 300 participants in the first three years, the program now has some 200 courses and nearly 8,000 students annually. Yet, it still has room to grow, particularly in areas where participants need assistance in paying for course fees. "Our goal," said current director Karen Lindesmith, "is to celebrate the 25th by Dan Jorgensen anniversary of the program by holding an anniversary event to raise funds for an endowment. We hope we can build the endowment to $15,000 or more and then use the interest to help serve urban churches or high-rises where they can't afford to pay." Fees for a course are $85, with just $10 going to program administration and the remainder to the instructor. The endowment fund has been started, kicked off by a donation from Mimi, who was both a co-founder of the program and its second director. The event Lindesmith and a volunteer commiuee envision is one that features a nationally-known speaker in a celebration of liie, faith, and learning. She Karen Lindesmith, the fourth and current director of the College of the Third Age, is working with a committee to plan a 25th anniversary celebration in the next year. Classes for College of the Third Age bring together older adults with retired faculty and experts from various backgrounds and organizations in a wide range of topics. 16 A UGSBURG NOW Spring 2002 College of the Third Age courses range from art to angels said the College of Lhe Third Age hopes to hold its special program sometime during the 2002-2003 academic year and has targeted this October as Lhe primary date. "This idea was proposed by Mimi just before her death last year," Lindesmith said. "Now we have a six-member planning committee leading the way, but we hope to recrui t many more volunteers Lo help make Lhis a success." The committee is being headed by Sonny (Sonja) Albers, wife of Central Lutheran Church pastor Rev. Rohen Albers. Rep. Manin Sabo '59 and his wi fe, Sylvia, and Bill and Anne Frame \viii serve as honorary chairs. LindesmiLh has led the program, as only the founh director, since September 1998. She succeeded Bettye Olson, a well-known local anist and teacher in the program herself, who took the reins from Johnson in 1992 and continued the programs expansion. Under Olsons leadership, the program began using local cable television as yet another outlet for its faculty members. While the majority of the faculty are retired Augsburg College professors, oLhers come from backgrounds in institutions throughout Minnesota. Luminaries such as Frank Wright, longtime Minneapolis Star Tribu11e writer, also Leach courses. The program has expanded to all comers of Lhe seven-county metropolitan area and is now being requested in such settings as Lhe Athena Group in Edina, LEAF in Fridley, and SALT in Dakota Coumy. As it always has, it is run on a shoestring budget, a fact that Lindesmith says makes the proposed fund raising event even more imponant. "With the demographic bump coming from the Baby Boom Generations agi ng, I think theres only going to be more and more interest in this son of lifelong learning," Lindesmith said. "A lot of people over the years have given it a whole lot more than what the)"ve been paid to do. Its a wonderful program. I'm glad I've been able to be pan of offering older learners the chance to expand thei r minds and have some adventures in learning along Lhe way." To learn more about College of the Third Age, or to assist in the special anniversary event, call 612-330-11 39. • Spring 2002 Whe n College of the Third Age fi rst got off the gro un d, its ea rl y faculty me mbe rs were cha llenged to utili ze "scho larl y creativi t " in the ir course developme nt. Wh at res ulted was a ri ch and va ried curri culu m fo r the hundreds of pa rti c ipa nts who jumped at the chance to te t the lea rning waters. Earl y co urses ranged from "Speech Pa tte rns of th e Upper Midwest," ta ught by Ha ro ld B. Alle n, to "Sca ndin av ian Forest Practi ces," by Dr. Henry Ha nson. "Astro no my a nd the Bible," by Dr. Theodore Ha nwick; "The Roots of Nati ve Ame ri ca n Spirituality," by Dr. Tho mas Raitt; a nd "Memori es in Poetry a nd Prose," by Trudy Stechma nn also were on the lea rning palate. Today, tho usands of o lde r lea rne rs co ntinue to be treated to simi la r creativity. Among the course offerings in this yea r's curric ul um a re titles ra nging fro m art to a ngels, but not in the "traditio nal" se nse. Art and Architecture titles, for exa mple, inc lude "Sacred Stones of th e Wo rld," a look at places such as Stonehe nge a nd Easter Island, taught by Haze l Stoecke ler. "The Story of Sta ined Glass," ta ught by Ji m Ne lson, emphas izes this artisti c medium 's history as we ll as tec hn iques in its makin g. Ne lson a lso has a course in th e "angels" category, ti tled "Angels: What on Earth are They?" taught in th e la rgest course-offering category: Philosophy, Re ligio n, a nd Spiritua li ty. O th er sessions in that catego ry range from "Faith Hea ling," taught by Wa lter Benj a min, to "Re ligio n, Coping a nd Grief," taught by Leola Dyrud Furma n. In th e popular Music category, lea rners can study the reco rdings of Fra nk Sinatra or the legacy of Bing Crosby, both w ith Arne Fogel, or th e music of Edva rd Grieg with Ca ro lyn Bliss. Poetry of eve ry kind is offe red in the Literature category, while "Africa n Wisdom" is part of the large Inte rn ati o nal Re latio ns and Cultures divisio n. Amo ng the other divisio n catego ries are Co mmuni cati o n a nd Mass Medi a; History, Geography, a nd Po litics; Re lationships, Sociol ogy, a nd Aging; and Women's Studies. Regardl ess of th e catego ry, howeve r, classes are designed to fulfill the legacy of the first instructors: prov iding "joyfuln ess in learn ing" where mature lea rn ers reside o r meet. Rev. Duane Addison, retired pastor and professor in Augsburg's Weekend College, teaches a session on Hi nduism as part of a course at Bethlehem Lutheran Church in Minneapolis. '4UGSBURG NOW 17 Grand Journey' into Japanese art and tradition byBetseyNorgard Known for his woodblock prints, he had been \ hen the 4inneapolis connected to the College by Institute of An opened a an Augsburg alumnus, major exhibit on four Nobo ru Sawai from Japan. generations of the Japanese During the Skibbes' first Yo hida fa mily artists, one of visit to Japan in 1985, they their key resource people was called Yoshida, at the Dr. Eugene kibbe, professor suggestion of art emeri tus of religion. He and department chair Phil his wife, Marga ret, have built a Thompson , and reached collection o\·er 15 years of Yoshida's son , Tsukasa. nea r!}' 300 works of art b}' Their first purchase was five variou members of the woodblock prints-with Yoshida famil y Nearly onethem , their collection and a third o f the pieces in the MLA deep fascination were exhibi t are from their launched . coll ection , and Skibbe also As Skibbe learned more se rved as a lecturer at the about the four-generation Institutes symposium on the artistic dynasty, he became "Wakabayashi," a exhi bit. interested in documenting woodblock by Micah In what kibbe calls "a Schwaberow, one of their remarkable history. grand journey together," he Toshi Yoshida's Beginning in 1989 , with students, is part of and Marga ret have found a help from Toshi's son , he Augsburg's exhibit in new world that incl udes not began recording and Gage Gallery. only collecting the artwork , transcribing interviews \vith bu t developing close Toshi. What resulted was a book, Yoshida relationships with several members Toshi: Nature, Art, and Peace, about him of the fa mil y, and publishing books and his work. A year later, he embarked and arti cles about them. on a similar project to explore and explain This journey into Japanese an the work of Tosh i's brother Hodaka, more grew indirectly from two summer challenging becau e of his abstract style. teaching visits at Augsburg in 1970 Skibbe's collection of Hodaka's prints and 1974 by Toshi Yoshida, a third helped nurture his own understanding. generati on Yoshida famil y artist. "There is no substitute for living \vith works of an and taking the time- alone and in silenceto all ow individual pieces to speak," Skibbe wrote in the book, Yoshida Hodaha: The Magic of Ari. Skibbe readil y renects on the dichotomy in his life as an an co llector and a theologian . "There's a collision or struggle," he says. "Art is teaching me how hard it is to dea l with greed and acquisiti veness," i.e., the Th ird-generation Japanese artist Toshi Yoshida (far left) appeared in the 1975 Augsburgian with the art need to have, and says that department faculty during his second summer stay at he and Margaret are lea rning about "the dange rs conn ected to it as well as the joys ." He explains that the other part of his life, the gospel , is so much more important than the intellectual curiosities of looking at a picture or trying to understand an artistic career. It is the new life that arises from God's forgiveness. In addition to the two Yoshida books he has published since his retirement in Professor Emeritus Eugene Skibbe described how Japanese artist Toshi Yoshida's observations of African animals helped shape Yoshida's worldview. 1995, Skibbe has also continued his vocational work \vith the publishing of two books about the life and thought of Edmund Schlink, the German theologian who was a pioneer in the church's modem ecumenical move ment and Skibbe's doctoral adviser in Heidelberg. The first , published in 1999, is a biography about Schlink's life and work; the second , published last year, is a translation of his vision of all the various churches united ecumenically in Christ. In conjunction with the MLA exhibit, Augsburg will host an exhibit of works by seve n of Toshi Yoshida's students , including his son , Tsukasa, in the Gage Family Gallery in Lindell Library. All 41 pieces in the exhibition are loaned from Gene and Margaret Skibbe's collection . The exhibition runs from March 15 to April 18; for gallery hours, see the Calendar in thi s issue. • Augsburg . A-UGSBURG NOW Spring 2002 From the Alumni Board president's desk ... S oon another group of Auggies wi ll grad uate and join the Augsburg Alumni Association. We welcome you! All alumni are members of the association, which exists to support and se rve the College, promoting involvement of alumni and their giving of time and resources to the College. As a member, you serve Augsburg through vo luntee r and fin ancial support and by interacting wi th current students in an effort to enhance their educational experience. The Board of Directors for the Alumni Association currently has 22 members who serve one or two three-year terms and meet five times a year. All meeti ngs are open to association members. Just contact the alumni office or view the alumni Web page at <www.augsburg.edu/alumni> for meeting dates. This year we have heard speakers present the capital cam paign's fundraisin g goals, the master plan for development of the physical campus, and the academic master plan. Four committees meet between board meetings to pl an and implement projects. Events: The events comm ittee works on activities for Homecoming, Com mencement, Augsburg Day at Como Park (see you there on May 11!) , afterwork "Auggie Hour" gath eri ngs at local restaurants, and treats for students during finals weeks. with the new regional alumni chapters in Minnesota and other states. Effectiveness: This committee, comprised of the Alumni Board officers and the chairs of the previous th ree committees, ensures program coordination , measures progress, recruits new board members, and proposes improvements to the Alumni Association's structure and programs. Connectio ns: A prep session and job fa ir for students- \vith Augsburg alumni providing the job connections-is a spring acti vi ty organized by thi s committee. They also build connections between alumni and student groups, facu lty, administration , and special alumni organi zations. The Augsburg Alumni Association is your group. Our mono , "Building Connections," guides the Board of Directors as they strive to con nect alumni wi th one anothe r, the campus, students, facu lty, and ad min istra tion. How can we do a better job in building these connections? Let us know. Con tact us through the Augsburg Office of Alumni/Parent Relations at 612-330-1178. Communi cations: Members on this comm ittee are advisers for the Augsburg Now, as well as the alumni Web page. They recruit class agents who write letters to alumni , as well as honor the achi evements of Auggies th rough awards programs. They maintain communications Jackie Kniefel Lind '69, '94 MAL President, Alumni Board Alumni Association celebrates successful first year of •Auggie Hour' and •Auggie Conversations' L ast October, the Alumni Association kicked off Auggie Hour and Auggie Conversations , a new alumni monthly gatherings program . The program brings together alumni , fri ends, and faculty for dining and onve rsation at area restaurants and Augsburg events. "It has been wonderful to connect with Augsburg people," says Liz Pushing '93, Alumni Board member and coo rdinator of the new program. 'The eve nts have a great turn-out of alumni and fri ends of all ages. 1 hope people continue Spring 2002 to join us for great food , fellowship , and conversation ." The gatherings provide a time and place to relax and reconnect with old friends , as well as an opportunity to join faculty members fo r a discussion and a meal. At the kick-off gatheri ng in October, alumni met at Conga Latin Bistro in Minneapolis and enjoyed Latin cuisine wh ile discussing the current political si tuation with Joe Underhill -Cady, assistant professo r of political science. Alu mni are welcome to attend an upcoming Auggie Conversation April 23 with John Cerrito, assistant pro fessor of business admi nistration/M IS, to discuss the future of business education. ln addition , alumn i are encouraged to auend the second annual Augsburg Day at Como Park in St. Paul on May 11. This summer, the Alumni Association \vi ii present 'Auggie Hours al Fresco'-a series of Auggie Hours at area restaurant outdoor patios (watch your mail for furth er information or ca ll the alumni office at 612-330-1178). '4UGSBURG NOW 19 1938 Salome "Sally" (Eidnes) Cannelin , Indian Head Park, Ill. , and her husband , Einar, visited Augsburg in October for the Homecoming fesuvities. Now retired , both Salome and Einar taught for many years-Salome English and Einar band . The couple enj0)•S travelmg, and has traveled to Europe I 7 times, as well as to Japan, Australia, and Africa. 1956 The Rev. Hans G. Dumpys , Oak Park, Ill., celebrated his !0th anniversary as bishop or the Lithuanian h angelical Lutheran AUGSBURG Church in Diaspora. He represented his church at the synod assembly last summer in Lithuania, and prea hed at the worship sen~ce , which concluded the synod. He also co-chaired the annual coordinating meeting between leaders of both churches. He ts recovering from open-hean bypass surgery with the support of his 1vi[e, Donna. 1956 John Thompson , Benson , Minn., was re-elected in November for a third term on the Swift County Board or Commissioners. This elecuon was his mnth consecutive election 10 local public office. ALUMNI GATHERINGS The month!)• gatherings for alumni and friends Lo re- onnecl have been a great success! Auggie Hour ts a ume to relax and visit with old friends. and Auggie Conversations give alumni the opponunity to join Augsburg faculty members for discussion and a meal together. At each monthly gathering, there is a dra wing for Auggte wear! The last Auggie Conversation before fall is a noon luncheon Tuesday, April 23, in the linneapolis Room, Christensen Center, " ~th John Cerrito, assistant professor of business admin1stration/MIS, discussing the future of bu iness cducauon. Please RSVP 10 the alumni office al 6 12-3 30-1178 or e-mail <alumni@augsburg.edu> b)• April 18. Join MAL alumni for a dinner at the home of President William V. and Mrs. Anne Frame londay, April 29 , at 6 p.m. Call the alumni office at 612-330- 1178 for more informa tion. 1962 1965 Harry Cleven , Oslo , Nonvay, is the assistant ednor of Tlte Norseman, a journal 1vith news and information about Nonvay and Norwegians around the world , published by the Norse Federation (NordmannsForbundet) in Oslo. Steve Strommen , Bloomington, Minn. , retired last fall after 33 years as coach of the Kennedy High School basketball and baseball teams; he previously retired as a teacher after 32 years of teaching primarily sophomore American history. He coached one of Kennedy's greatest athletes, former Minnesota T~ns first baseman Kem Hrbek. 1964 Dennis J. Erickson , Los Alamos, N.Mex ., was elected to the 51person Board of Delegates of the National Safety Council. He has served as division director for em~ronment , safety, and health at the Los Alamos National Laboratory, and is a recognized champion for safety improvement initiatives such as integrated safety management and work-sman standards. He is a physicist , a senior member or the laboratory, and an operations expert . Since 1993, he has had institutional responsibilny for occupational safety and health for more than 12,000 Los Alamos workers. Sharon (Stordahl) Simpson, Walker, Minn. , was recently spotlighted by the Pilot-Independent and the Walker-Hackensack-Akeley Parent, Teacher, Student Association for her work as pan or the K-3 Indian Educauon Depanment staff. She is a Tit.le IX tutor and the Indian Home School liatson. NORWAY DISCOVER NORWEGIAN TREASURES AND HERITAGE There is still space available to J0in President and Mrs. William V. Frame and Professor Frankie Shackelfo rd on a journey th ro ugh Norway, June 13-24 , 2002. Spend ft ve mghts aboard the Non vegian Coastal Voyage WS Nordlys, visiting such places as Yards, Hammerfest, the Risoyrenna Channel, Bronnoysund , Nidaros Cathedral , and much more. The tour also includes five nights in first-class hotels while touring Oslo, Karasjok, Bergen. and Flaam. For more in formation contact the alu mni office at <alumni@augsburg.edu> or ca ll 6 12-330- 11 78 o r 1-800-260-6590. Upcoming orway Tour Information Meeting May 5, 2002 , 2 p.m. Marshall Roo m Christensen Center RSVP required; please call the nu mbers listed above. 20 A-UGSBURG NOW 1966 Jan (Peterson) Andrews , Minneapolis, co-authored The Road Not Tahen: A Htstory of Radical Social Worh in the United States (published by BrunnerRutledge). A professor at the University of St. Thomas, she is currently writing a biography of Gisela Konopka. 1967 John Selstad , Minneapolis, was honored ,~th the 2002 Dutch Kastenbaum Outstanding Gerontologist Award , which honors individuals who have made significant contributions to the lives of older people in Minnesota, either through r earch, practice, or academics. He is senior vice president of the National Chronic Care Consonium, and has worked on projects to improve the lives of older people for more than 20 years. 1968 Suzann (Johnson) Nelson, Grand Rapids, Minn., and Janet (Letnes) Martin '68 of Hastings, Minn ., have co-authoredjttst How Much Scrap Lumber Does a Man Ha ve to Save? The title is the latest of eight books of humor the pair has wriuen since the mid-1990s reflecting their traditional rural Minnesota Lutheran upbringing. They have completed the script for a musical adaptation of their book Growing Up Lutheran , which won the 1998 Minnesota Book Award for humor and the 1999 Midwest Independem Publishers Award. Spring 2002 1969 Daryl Miller, Plymouth , Minn ., was hired as the special education direclO r [or Robbinsdale Area Schools last July Pri or 10 accepting the position, he was the special education director [or Minnetonka Public Schools. 1970 Sharon Ann (Johnson) Sullivan , Sanjose, CaliL , received the Inspirational Voluntee r Award (2001 Volunteer of the Year) [rom the Tech Museum of Innovati on . She is a docent m the Exploration Gallery, a Tech Museum ambassador, and se rves on the commin ee lo develop the Tech Patch for Boy and Girl Scouts. She is an adult education teacher al Hope Rehabilitation Services. 1973 Paul Lohman , Minneapolis, conducted the National Lutheran Choirs 200 l Christmas Festival Concens. In addition, his choral composition or Whal Child was per[ormed at the 200 l SL Ola[ Christm as Festival. He works [or the Schantz Organ Company. 1974 Donn C. Johnson, Faribault, Minn., was selected as the Daily News Citizen or the Year for 2000 in Faribault. He was chosen by an independe nt group of past winners and community leaders to honor his efforts with the Faribault Arts Boosters. Most recemly, he was responsible for obtaining 11.nancing lO enhance the Michael J . Hanson Performing Arts Center. Brian Wigdahl , Hummelstown , Pa., was elected lo a second three-year term as pres1dcm o[ the Internauonal Society for Neuro\/irology. He has served as an associate editor o[ the society's official research journal, journal of Ncuro\/irology, since 1995. He is a professor at Penn Stale College of Medicine. Karl (Howg) Spring '86: No place like home byCherieChrist Have you ever wondered what meteorologists get exci ted about , aside from the weather? For, Karl (Howg) Spring '86, enthusiasm comes [rom his recent move back lO Mi nnesota after 14 years out o[ state. A native of Hopkins, Minn., Spring returned by accepting the position of chie[ meteorologist fo r Fox 29 News. "I have been trying lO return lo Minnesota fo r awhile," Spring says, but found il difficult with [ew available meteorology positions in the Twi n Cities. Always interested in broadcast communications, Spring jokingly remarks, "I either wanted to be a major leagu e base ball playe r or a news anchor." In fact, he notes that several of the news anchors and weather forecasters he watched on TV while growing up are still in the fi eld . Karl (Howg) Spring ' 86 recently returned to Minnesota after 14 years to accept the on-air chief meteorologist spot at FOX 29 News in Minneapolis. A major in communications, Spring came 10 Augsburg in 1979 , after a difficult firsl year al the University o[ Minnesota . He a11ribu1es his success al Augsburg lo a variety o[ circumstances including smaller class sizes, having several frie nds who were already auending Augsburg, and the ability lo gel involved throughout campus. Springs own involvement al Augsbu rg included li ving in Mortensen Hall , working in both Buildmgs and Grounds and Food Service, and acting in theatre productions. Spring believes that gelling involved in acti ng al Augsburg was "great training" [or his career as a meteorologist, as weather is "a lot or ad libbing." A[ter two years as a day school student, Spring le[1 Augsburg lo earn a degree from Dun woody Institute in Minneapolis. However, with a continued interest in broadcast communications, he returned lo the College in the [all of 1983 as a Weekend College (WEC) student. He graduated from Augsburg in 1986 by auending Brown College in the morning, interning at KA RE 11 in the evenmgs, and taking classes through WEC. Upon completing his degree at Augsburg, Spring began working in Austin , Minn ., as the weekend weather fo recaster, and from there, his caree r conti nued lO grow. From such locations as Sioux Falls, S. Dak. , and Harrisburg, Pa., Spri ng has worked at app roximately l l different TV Stallons throughout his career. In the imeresl of advancing his ca reer, he cominued his studies of meteorology by enrolling and graduating from a three year, distance-learning program at Mississippi Stale University. Although Spring has worked in many different locations, he is excited about being back in his native state and has wasted liule time genmg involved with the community He works with kids fro m more than 100 schools a year, is involved in baseball and hockey leagues , and coaches fo r various yo uth leagues. He says that working with children is his most reward ing pan of his job. He and his wife, Jeanne, have four chi ldren: Kai, Kacey, Karl y, and Gunnar. They live in Minnetonka, and in addition l0 thei r involvement Hopkins School District, are membe rs of Westwood Lutheran Church in SL Louis Park. 111 the - Chetic Cl11ist is a con1111w1icatio11 specialise in the Office of Public Relations and Commu,1 ica1ion. Spring 2002 A-UGSBURG NOW 21 Class Notes 1975 Barbara J. (Mattison), St. Simons Island , Ga., married Paul Lagrue last Apnl. She is an aquatic therapist and president of Movement Solutions Through Aquatics. She can be reached via e-mail at <maLtison@darientel. net>. She continues to perform with communny bands and the Coastal S)'111phon)' of Georgia. Pau la (Roberts) Tetzloff, Prior Lake, Minn., reu red as pnncipal of Hidden Oaks Middle School. he is an adj unct professor al the Umversit)' of finnesota. 1976 The Rev. Stephen Lien , Cedar Falls, Iowa. 1s semor pastor at SL. John Lutheran Church. He recently released his fi rst solo CD, All Thal I Am , on the Sound Foundation record ing label. His wife , Joanne (Hall) '77 , 1s climcal director of Cedar Valley Hospice. They have three ch ildren: athan, 22 ; Chnsuna, 20; and Kari, 18 . 1977 Lisa Lunge-Larsen , Duluth , Minn ., published a new children's book , The Race of the Birhebeincrs, which explores the origm of Norway's national ski championship of the same name, telling the story of a cross country escape that kept the nation's infant king safe from an invading army. 1981 Paul Herzog, Maplewood, Minn ., became head football coach m Woodbury High School. He has been a coach for 22 years including positions at Humboldt and North St. Paul high schools . Steve Rosvold , Vancouver, Wash., 1s CFO for ConAgra Malt. He and hts " rj fe, Pat, have three children: Kristin , 1-+; Rile)•, 12; and Michelle, I. The family enjoys living in the Pacific Northwest, where they have resided for more than two years. Bob Wick , St. Louis Park , Minn ., is regional sales d1 rector for AVAYA Inc., a telecommunications manufacturer. 1983 Beth Borgen, Hastings, Minn., is an assistant principal of Henry REMEMBER Sibley High School in Mendota Heights. She has been acting as interim principal since last June. Roy Carlton , Chanhassen , Minn., 1s an accountant for BanKoe Systems, Inc,. and a major in the Army Reserves. He and his wife, Mary, have Lwo sons-Bryan, 5, and Christopher, 11 months. Debra Hannu, Duluth , Minn. , was named An Educator of the Year in November by An Educators of Minnesota. She teaches an at Chester Park Elementary School and Central High School. She has been teaching an in Duluth Public Schools for 14 years. Odawa Indians, he heads the firm's Indian law practice group. Charles Jorenby, Prior Lake. Minn .. recently accepted a position as a crisis care manager with BlueCross BlueShield of Minnesota. He and his wife, Sue, have three children. The Rev. Tammy J. Rider, Claremont. Minn ., recently began senrjng as pastor of First Presbyterian Church of Claremont. She is glad to be in her home state of Minnesota after ser.~ng as an associate minister for several years in Topeka , Kansas. She has two daughters---Christa, 18, and Pamela. 14. 1985 1988 Dale M. Christopherson. Grand Forks, N.Dak., married Debra Hoff in June 2000. He is a chemist at Human Nutntion Research Center. Heidi Norman, Spri ng Valley, Minn. , married John Wise last April in Carefree, Ariz. She is a communications director at American Express. 1987 1989 James M . Genia, Onamia , Mmn., was recently named a partner of the law firm Lockridge Grindal Nauen PLLP. A member of the Little Traverse Bay Bands of Debra (Brazil) Duquette , St. Paul , is a mental health triage coordinator at Behavioral Health Services, Inc., an affiliate of BlueCross BlueShield of Minnesota. WHEN .. . Do you see yourself or someone you know in the photos above? Let us know and you could win a prize! Contact us via e-mail at <now@augsburg.edu> or by mail: Augsburg Now, Editor, 2211 Riverside Ave., Minneapolis, MN 55454. 22 A-UGSBURG NOW Spring 2002 ALUMNI PROFILE Jennifer Umolac '94: Helping to create a global vision by Wendy Elofson Jennifer Umolac '94 is not afraid to take the path less traveled. In fact, she has been on many paths that most of us will never see . Since graduating from Augsburg with a degree in social work, she has been to 35 countries across the world . While most people trave l as a hobby, she has chosen it as a means to make a living. How does she justify doing what most people would only dream of? Umolac is the owner of Global Vision Imports, a business that specializes in selli ng a variety of imported goods-the product of her trips around the world . "I know for a fact my life has been completely different because I have traveled, and I wouldn't trade my life for anything." There is, however, much more to Umolac's business than traveling and shopping for goods to bring back to the U.S. By providing customers with opportunities to witness first-hand the artistry and skills of people from all over the world , Umolac contributes to the community by celebrating di versity. Jennifer Umolac '94 owns Global Vision Imports, a business that specializes in selling a variety of imported goods. Her interest in diversity was enhanced during her experience at Augsburg. In fact , she chose Augsburg in pan because of its urban location and also because it was one of a few schools offering a degree in social work . She says that "being a pan of the cit)' was especially important as a social work major." Umolac ,~sits Augsburg frequently, as she has remained in touch with her social work professors. Last fall , she and a business partner opened Global Vision World Market, located in Northeast Minneapolis. Global Vision World Market provides independent vendors, many of whom sell their goods at the Farmer's Market during the summer, with an affordable means of displaying their products year-round . The store also pro,~des members of the community an opportun ity to learn about different cultures and traditions. Umolac is no longer a partner of Global Vision Market due 10 the time-intensive nature of owning the business; it left little time to do what she is tru ly passionate about-traveling. Accordi ng to Umolac, her travels have been major learning experiences that have defined for her what is truly important in li fe . Following her college graduation, she went to Asia, for what she thought would be a sixmonth trip. She enjoyed her exploration of Asia and Europe so intensely that she decided to stay, and to fin ancially enable herself to do so , she taught English in Taiwan and Korea . She mentioned , "nobody really thinks about how everybody else is washing their clothes until you see people in Asia washing their clothes in the ri ve r. You realize and appreciate the conveniences we have as well as just how much we have spiritually and mate ria lly." The realization of the impact traveling has on a person's perception and knowledge of the world has led Umolac to start writing a book containing travel tips, stories, and pictures gathered and produced by her own experiences abroad. One of her life's goals is to "encourage others to travel and to live the life they want to live . 1 know fo r a fact my life has been completely different because I have traveled , and I wouldn't trade my life for anything." According to Umolac, her travels have been major learning experiences that have helped define what is truly important in life. Spring 2002 -Wendy Elofson is an information speciali.sl in the Office of Institutional Advancement A-UGSBURG NOW 23 Class Notes HOMECOMING 2002 HOMECOMING 2002 SEPTEMBER 26-29 Football game vs . Gustavus Adolphus CollegcSaturdar, September 28 Homecoming dinncraturda)', eptember 28 Reunion celebrationsClasses of 195 2, 1962, 1977. and 1992 Contact rhc alumni office ar 612-330- 11 78 if you are intacsted in serving on rhe rcumon planning commiuee. Gail (Moran) Wawrzyniak, Last summer several Auggies from classes in the 1950s gathered at the cabin of Orv '52 and Vonnie (Bagley) '52 Olson and created the wooden U.S. flags pictured above. L to R: Gordon '52 and Gloria (Parizek) '53 Thorpe; Morris '52 and Marjorie (Danielson) ' 52 Johnson; Lee Eng '52 and David Rokke '52; Arvin '55 and Twila Halvorson; Lloyd '52 and Colette (Peterson) '52 Lyngdal; and Vonnie (Bagley) '52 and Orville Olson '52. 1992 1991 Sue Hendrickson. Minneapolis, obtained a Ph.D. m Educauonal Psrchology/Counseling and Student Personnel Psychology from the Umvers,t)' of linnesota in July She mamed Les Chylinski in October and is a staff psychologist at Gustavus Adolphus College Counseling Center. Anthony C. Patton mamed The Rev. Scott Peterson , Raleigh. N.C. , was promoted 10 assIStant ,rjce president of BB&T Corporation, the nauon's 16th largest financial holding company. Doranellys Duran-Franco in October and became a stepfather 10 her son, Damel, 3. He recently published a novel called Delph, Justice. He is a Depan mem of Defense chrjhan at the U.S. Embassr m Samo Domingo, Domamcan Republic. Calgary, Alberta, Canada. recently became pastor of Prince of Faith Lutheran Church. He resides "~th his wife, Gina (Nelson) '94. Tammy Lynn Schmitt, Minneapolis, works at WCCO-TV Channel 4 News, where she has been employed since July 2000. AUGSBURG J DAY oin together at Como Park in St. Paul on aturday, May 11, from 11 a.m.-3 p.m. and visit with Augsburg alumni , facu lty, staff, and faculty emeriti. Bring a picnic lunch (BBQ grills are available) and Augsburg will provide soda and brownies. Regi ter for door prizes including Auggie wear and 1wo free pas es 10 all events at Homecoming 2002. This event is sponsored by the Events Commiuee of the Augsburg ollege Alumni Board . 24 A-UGSBURG NOW Lara Schock, Lillie Rock, Ark. , started a new job as desktop publisher for DSG Consulting in June after seven years with the AnhritIS Foundauon . Stacy Shiltz. Mukwanago, WIS., married Chris Abraham in Milwaukee m November. She is an insurance underwriter for American General Financial Group and is auending Cardinal Stritch University m pursuit of her elementary education licensure. Sharai Tyra , Hanover, Mmn ., was featured m the newsletter. In Care of Nu rses, in November. She is a personal/career coach and motivauonal speaker. 1993 Michelle Budig received her doctorate in sociology from the University of Arizona-Tucson in June and accepted a position as a professor at the University of MassachusetLS-AmhersL. The American Sociological Review recently published her anicle, "The Working Mom Penalty" Her husband, Peter umdstrom , is a psychiatric nurse. Jennifer Evenson , Plymouth, Minn., is a choir teacher for grades 6-8 al Minnetonka Public Schools. Nathan Hanson, Dubuque, Iowa, completed graduate school in 1995 at the University of WisconsinMilwaukee and recent!)•joined the staff at the University of Dubuque. He and his wife of eight years.Julie, have one daughter, Sophie, 5. 1995 Matthew A. Gooding, Goodyear, Ariz., is a special education teacher in the Litchfield Elementary School District where he has been employed since 2000. Stacy Keding, New York, married Paul LcPlae , Jr., last July. Both completed Ph.D. degrees at the University of WisconsinMadison m December. Stacy is a research fellow at Memorial SloanKeuering Cancer Center and Paul is a postdoctoral fellow at Columbia University. Luke Malloy, Plymouth, Minn., is a senior compensation consultant [or Unned Health Group. Tiffany Peterson graduated [rom the Logan School of Chiropractic in St. Louis, Mo., in December. and married Dr. Steve Garzone in January. The couple \\rjll reside in North Carolina. Spring 2002 1996 John R. Burt, Fargo, N.Dak., mamed Kara Miller in December. John works at Scheels AII-Spons. Jake Reint, Lakeville, Minn., was promoted from senior account executive to account supervisor at the Twin Cities olTice of Weber Shand\\1ck, a public relations agency 1997 Tami Peterson , Willmar, Minn., was promoted to manage r of the Minneapolis-St. Paul office of Wipni , the 25th largest CPA firm in the Umted States. 1998 Angela Ahlgren , Minneapolis, directed Stop Kiss by Diana Soren as pan of Theater Mus New Directions Fesuval. The production, pan of a series to showcase new. up-andcoming directors, featured fellow Auggie Stephanie Lein '01 in the pan of Callie. 1999 Jill Ruprecht was recently accepted ,mo Thunderbird, The American Graduate School of International Management, located in Glendale, Ariz. Christopher Steffen , Andover, Minn., married Amy Lynn Amenrud in June. He is employed by the University of Minnesota and she is employed by Childrens Hospital m Minneapolis. 2001 Anna Brandsoy, Minneapolis, was recently an anist-in-residence at USC Middle School. She is a member of the Minnesota Opera Company. Ryan Cobian married Jennifer Runke '01 in August; they live in New Brighton, tvlinn. Ryan is a graduate student in electrical engineering al the University of Minnesota, and Jennifer is a kinderganen teacher al Wilshire Park Elementary School in St. Anthon)( Amy Stier, Chippewa Falls, WIS., married Jeff Eppen. Amy is interning at the Nonhem Wisconsin Center, working ,vith the developmentally disabled ; Jeff is a teacher at StanleyBoyd High School. 2000 Kirsten Arveson married David Kelly 'OO in September; they live in Plymouth , Minn . David is a financial analyst at American fa-press Financial and Kirsten works m youth and family ministries al Tnmt)' Lutheran Church. The couple can be reached ,~a e-mail at <kellykir@hotmail.com>. ·oo Erica Johnson, Arden Hills , Minn., is specializing in chemisuy and life science m the Master of Science Educauon Program at the University ofMmnesota. Spring 2002 SEND YOUR PHOTOS Please tell us about the news in yo ur life, your new job, move, marriage , and births. Don't forget 10 send photos! Fill out the fom1 on page 27 , and mail to: Augsburg Now Class mes, Augsburg College CB 146 22 11 Ri verside Ave. Minneapolis , MN 5545 • Births Doug Nelson '76 and his " ~fe, Becky, Bloomington , Mmn .. adopted a daughter, Emily Jessica, 2. They tm·eled to India and upon their return to the Minneapolis/St Paul airport , they were met by a KARE-11 News reporter who reported the arn val of their 'Christmas Miracle.' Doug is an athletic trainer for Eagan High School; prior to this he was an assistant trainer for the Minnesota T\\~ns and also an equipment manage r and athletic trainer at Augsburg. Lori (Moline) '82 and Steven Olson , Minneapolis, ado pt ed a daughter, Evalin . Lori can be contac ted ,~a e-mail at <cross1ngborders@worldnet.att.net>. Mary (Yurick) '83 and Richard Bennett, Lowell , Mass.- a son , Wilfred Monroe, in October. Elizabeth Burow-Flak '86 and David Burow-Flak '86 , Valparaiso, Ind .- twin sons, Samuel Justin and Benjamin Emil. Elizabeth is an assistant professor of English at Valparaiso Uni versity; Da,~d is in-house counsel for Safeco Insurance in Valparaiso. Kristen (Knoepke Traun) '86 and j ohn Szatkowski . Madison , Wis.- ason , Samuel John , in November. He joins siblings Karissa and Ben Traun (pictured). Jennifer (Snater) '88 and Mitch O lson , Bloomington , Minn .- a son , Martin Alexander, in Decem ber. He joins siblings Annika, 6 , and Anders, 3. , J une. He ioms brother Chri topher Alan , 3. Karen Ann (Neitge) '90 and Lee Holt , Wimers. Calif.-a daughter, Grace Opal Ann , in September. Karen is a teacher at Davis Waldorf School. Julie (Edstrom) '90 and Dean Olson ' 0 0-a son , Tristan John , in August. He Joins brother Cameron , 6, and sister Maren , • . J ulie is director of the Enrollmem Center at Augsburg. Cathy Lynne (Svendsen) Springhorn '91 and he r husband , Shoreview, Minn .- a son , Andrew Adair, in March 2001. He j oins sister Sarah . 3. Lisa (Campton) '92 and Thomas Marek . Columbia Heights, Minn .-a daughter, Anna Louise , in May. Deb (Bellin) '95 and Scou Smith , Wrightstown , Wis.-a son , Noah Scott, in October. Connie J. (Arndt) '96 and Andy Clausen, Blaine, Minn .-a son. Adam Charles, in October. Justin J. Hansen '98 and his " 1fe, Lo n , Houston, Texas--a daughter, Taylor Noell e, in .__ _ _.....,. August. A-UGSBURG NOW 25 In Memoriam James D. Johnson, professor emeritus of piano, had a 'heart as big as his musical talent' Augsburg News Service J James D. Johnson ames D. Johnson , professor emeritus of music at Augsburg from 1961- 1986, died on January 4. He was a well-known Twin Cities pianist and instructor of piano for many years. Johnson, born April 3, 1934, in St. Louis Park, Minn., to Lurabelle and Frank Johnson , began his musical studies under his mother's direction at the age of 2. He received a B.A. from the University of Minnesota in 1956, and his M.A from the Juilliard School of Music in 1958. He began teaching private piano at the Rymer School of Music in the Twin Cities, and was hired in September 1961 as an instructor at Augsburg; he was tenured in 1971. Johnson reached the rank of associate professor and retired in May 1986. As a young performer, Johnson won numerous prizes and competitions, including the Womens Association of the Minnesota Orchestra, the Schubert Club Competiti on , the Thursday Musical winner, the Minnesota Music Teachers Associati on Young Artist winner, and the Young Artist Competition , sponsored by the Phill ips 66 Junior Talent Parade. He was frequently a soloist with orchestras throughout the Midwest, including the Minnesota Orchestra on four occasions , the Rocheste r Symphony on five occasions, and the Austin Symph ony on two occasions. When Augsburg celebrated its 100th anniversary in 1969, the College featured Johnson as soloist with the Minnesota Orchestra in a performance of the Grieg A Minor Piano Concerto, conducted by Stanislaw Skrowaczewski. "Jim was an unfailingly joyous man , always focus ing on his two passionsmusic and his fri ends ," said Mary Ann Feldman, long-time Minnesota Orchestra program annotator and editor. "As an undergraduate, one day I was literally entangled in a hornet's nest at the Johnson family cab in . As an an tidote to the pain , Jim suggested lis tening Lo the symphonies of Anton Bruckner. This balm worked and marked my discovery of Bruckners music. Incidentally, Jims last child was named Bruckner Johnson ." ''.Jim Johnson had a heart as big as his musical talent," said Hen ry Charles Smith, former associate conductor of the Minnesota Sym phony. "He was bigger than life. Anything worthwhile was possible. He will be missed by countless students and music lovers." More than anything else, Johnson was a formidabl e private instructor, sometimes seeing as many as 100 students a week. He was dedicated teacher. He is survived by wife , Rosie; four children: Chersten , Andre , Ginevra, and Bruckne r; and 10 grandchildren. Johnson gave 35 years of his teaching career for his students, family, friend s, and colleagues. The Augsburg College Music Department would like to establish a James D. Johnson Memorial Scholarship in his memory. Contributions may be sent to: The James D. Johnson Memorial Fund , Augsburg College, O ffice of Institutional Advancement , Campus Box 142 , 2211 Riverside Ave., Minneapolis, MN 55454. Rev. Vincent Hawkinson '41, longtime peace a ct iv ist, di es at 86 by Kavita Kumar, Star Tribune staff writer , • he Rev. Vincent Hawkinson '41 , a I longtime pastor of Grace University Lutheran Church in Minneapolis who imbued his ministry with messages of peace and justice, died in his sleep December 10 at the Augustana Home in Minneapolis. He was 86. "He always felt the need to get out and do someth ing to make the world better, no matter what th e consequences," said his son , Keith . "O r how popu lar the cause," added his wife , Gloria. Hawki nson was a vocal opponent of 26 AUGSBURG NOW the Vietnam War and spoke at many antiwa r demon strati ons. "The clergy, if they are to be significant in our generation, must always speak to the conscience," Hawkinson told the Mi nneapolis Tribune in 1968. Bo rn in Co pas, Minn., he graduated from Augsburg College and Augustana Semin ary in Rock Island , Ill. He spent four yea rs in Germany from 1948 to 1952 wo rking with World War II refu gees. In 1956 , he became pastor at Grace University Lutheran Church. He left there in 1985. The Vincent L. Hawkinson Foundation for Peace and Justice was created in 1988 to award annual scholarships and recognize those who work for peace. Other sunrivors include his sons, Mark of Lauderdale, Minn., and Bruce of St. Peter, Minn .; a daughter, Karin of Mound , Minn .; eight grandchildren; and sisters Pearl and Jean Hawkinson of Minneapolis. Reprinted by permission of th e Star Tribune. Spring 2002 Phyllis M. Kennedy '37 , Deephaven . Minn ., died in December; she was 87. She was a reured librarian from Lhe Minneapolis Public Library. She is survived by sis ters-in-law Esther '38, Solve1g, and Laverne; nieces and nephews; and many others. The Rev. Luther S. Borgen '41 , La Crosse, Wis., died in October. He was a reured ELCA pastor. Audrey (Kyllo) Smith Engler '43 , Randolph , 1inn, died peacefully at home surrounded b)• family in December; she was 80. he worked at Northfield Hospital m the busmess office for 25 years. Prior to this, she worked as a bank teller. She was a chu rch pianist , an acti ve member of the P.T.A ., and enjoyed oil painting, music, making afghans, and traveling. She is survived by her husband , Leonard ; hildren, Deane, Liz, and Paul ; step-children , Steve, Herb , John , and Carol; five grandchildren; three stepgrandch1ldren; six greatgrandchildren; and many others. Send us your news and photos! Please tell us about the news in you r life, you r new job, move, marriage. and births. Don't forget to send phows! For news of a death , wri uen noLice is required , e.g. an obitua1y, funeral no tice , or program fro m a memorial sen ~ce. Send you r news items, photos, or change of address by mail w : Augsburg Now Class Notes, Aug burg College , CB 1-\6, 22 11 River ide Ave., ~linneapolis, MN , 5545-l , or e-mail to <alumm@augsburg.edu>. Kathryn (Balerud) Larson '44, \V,ll1ston , .Dak., died in September; she was 78. Prior LO retiring m l 982, he taught English, literature, and history. She taught for many years in the Williston public school system; she was devoted to her profession and spent coumless hours in research and preparation . She was especially proud of her family and intensely loyal to her fri ends. She was a member of First Lutheran Church in \V,lhswn , P.E.O. Sisterhood, Mercy Cancer Support Group m which she was a mentor, and the Retired Teachers Association. She is survived by her husband of 56 years, Donald ; daughter, Carol; grandson . Christo pher; and many others. The Rev. Elder Oscarson '49 , Long Beach , Calif. , died in September. He was a retired pastor. He is survived by his wife, Rhoda '53; five children: Cynthia , Daniel, Deborah , Mark, and Malcolm; and many others. long Illness; he was 71. He was Lhe owner of onhfelt Realtr and a 30-year employee of Hennepin County. He 1s suno ved by his ""fe, Janet; children, Kun and Lyn n; step-children , Shelley and Peter: six grandchildren; and many others. The Rev. Louise S. Barge '89, ~linneapolis. died in December; she was 79. he was assistant paswr at This Is It Ministries and a member of many civic and religious organizations. he was a onduiL for change, and many were wuched by her deep concern fo r others. he 1s sun'\Ved by her children: Sandra, Demse '89 , Matthew, and Michael; 12 grandchildren ; one great-grandson; sister, Evelyn ; and many others. She was preceded in death by h r husband , Herbert. Omer A. Bullert. Delano, Minn ., died in January: he was 76. For most of his life, he, orked on Richard A. Northfelt '54, Crystal, Minn ., died in July after a Full name the fatnil)' farm we l of Howard Lake, lmn. He was also an accountant m the bu mess offi c at Augsburg for 25 years, reuring I 0 years ago. 'He was a great colleague and had a real commnment to Aug burg." said Herald Johnson, director of finan cial aid in the ugsburg Enrollment Center. "Omer was everyone's fnend and also practiced his a counting craft well." lngvald Johnson , lmneapohs, died in November, he was I 00. He joined the maintenance staff at Augsbu rg in l 959 , where he worked until reurement m the laLel960s. Prior LO Augsburg, he farmed for 27 years near Middle River, Minn. He was an ac ti ve member of both Immanuel Lutheran Church of East Valley Township and Minnehaha Commum t)' Lutheran Church m ~linneapolis. He 1s sun•ived by h,s children : lngvald , Marshall , and Sylvia; seven grand h1ldren ; and 13 great-grandchildren . He was preceded m death b)' his "~fe, Bertha, in 1999 . Class year or last year attended Maiden name Street address City Is this a new address? D Yes D No Employer Home telephone Position Is spouse also a graduate of Augsburg College? Spouse name Zip State - - - - - - , - , - -- - - - - , - - , - - = - - - - - - - - - - E-mail D Okay to publish your e-ma il address W ork telephone D Yes D No If yes, class year_ _ _ __ Maiden name Your news: _ __ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ __ _ _ _ __ _ _ _ _ _ _ _ __ ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------· Spring 2002 A-UG BURG NOW 27 Empowering others toward a common goal A t the annual Ethnic Student Leadership Recognition Dinner in ovcmbcr; senior Juliana Marti ne:: presented the following remarks about leadership. ty name is Juliana Maria Martinez and I am one of Lhe officers of the Hispanic/Latino tudent Association. I was asked LO share my thoughts in rega rd LO the meaning or the word leaders hip. That hould be easy LO explam, I thought LO myself, since, while growing up in Colombia, I participated in leadership seminars, Christian missions across my country, and many social organizaLions where I learned what being a leader was all about. I became a leader despite the fact that I grew up in a country where women Lraditionally don't take leadership roles, simply because they do not thmk they can, nor do they have the ambiuon to pursue them . But, explaming Lhe meaning of leadership "To be a leader, on e needs to have been led" - Juliana Martin ez '02 may not be as easy as iL sounds when the world around us misleads us with notions of leaders as figures of untouchable power or individuals who happen to be on LOp as a result of networking with the "right people." What about those who perceive leaders as controversial characters, loud individuals, and other images introduced Lo us on a daily basis? What it all comes down LO, however, is that a leader is any person who 1s able LO utilize his or her ski lls Lo empower others LO work LOward a common goal. It's not doing the entire project by yourself or trying to be a multi-tasking super-human who does not take into conside ration other peop le's talents. Being a leader is being able LO connect everybody's ideas and energies into accomplishing so mething. We all , as students, faculty, an d staff members or Augsburg College, have plenty of 28 A-UGSBURG NOW opportunities to be leaders in our daily activities. It is our option to take advantage of those chances and influence someone else's life in a positive way. We all heard abou t the leaders who risked and lost their lives during the events of September 11. A true leader may be recognized in someth ing as big as such disasters or in something as little as cheering up someone on our campus who is havi ng a bad day. Some people may think that they don't have what it takes LO be a leader because they don't organ ize big events or reach higher posiLions. But LO that line of thinking, I respond ,vith a quote I read one day on my e-mail that stuck as one of the most important slogans in my life: To the world. you may just be somebody, but to somebody, you may just be the world' Utilizing what we are or what we know to change somebody's world in a good way makes us all leaders. Finally, 1 share the idea that to be a leader, one needs to have been led . I would like to thank everyone who has been a leader in my life, starting from Jesus and Mary to my parents, siblings, rriends, teachers, and many others . .. because they are somebody in my world and because they have made me a leader. • Juliana Martinez is a senior with a major in management information systems and a minor in business administration. She is a co-chair of the Hispanic/Latin o Student Association. Music For more information 011 any of these events (u nless othenvi.se noted), call 612-330-1265 or visit the mu.sic department online at <ww,v.augsbu rg. edulmusic>. April 14 April 9 April 26-May 19 The Role and Function of the Dramaturg "The Augsburg Juried Student Art Exhibition, 2002" Alumni Gallery, Chri ten en Center Opening Rece ption: April 26, -+:30- 6:30 p.m.; awards at 5:30 p.m. Michael Lupu , dramaturg, the Guthri e Theatre 11:50 a.m.-1 : 20 p.m. April 19- 28 Riverside Singers and Men's Chorus Concert 4 p.m.-Hove rsten Chapel Into the Woods Music and lyrics by Stephen Sondheim , book by James Lapine. Directed by Darcey Engen. Performances: April 19 , 20 , 25, 26, 27 at 7 p.m.; April 2 1, 28 at 2 p.m. April 30 Augsburg Jazz Ensemble Concert 7 p.m.-Hoversten Chapel May 1 Augsburg Chamber Orchestra Concert 7 p.m .-Sateren Auditorium May 5 Masterworks Chorale Concert 7 p.m.-Lake Nokomis Lutheran Church Minneapolis May 8 Chamber Music Recital & High Tea 4 p.m.-Sateren Audi torium May 12 Augsburg Concert Band Concert Guest organi t: Ma rk Sedio '76 , director of music at Central Lutheran Church 3 p.m.-Central Lutheran Church Minneapolis May 17 Augsburg Choir Bon Voyage Concert 7:30 p.m.-First Lutheran Church Columbia Heights, Minn . Theatre For ticket information, ca ll 612-330-1257 or visit th e theatre department onlinc at <www.augsburg.edu/th eau·c>. All events take place at Tjornhom-Nel 0 11 Th eater in Fo s Center unless othcnvise indicated. April 23 Artistic Concepts: Into the Woods ll :50 a.m.-1 :20 p.m. Seminars, Lectures, and Films For inform ation, ca ll 612-330- 11 80 April 8 2002 Sverdrup Visiting Scientist Lecture: "Expedition to an Asteroid : The Near Earth Asteroid Rendezvous (NEAR) Mission" Directed by Hope Moy and Lindsay Hockaday 7 p.m. Dr. Mari a Zuber, E.A. Griswold Pro fessor of Geophysics and Planetary Sciences, Massachusetts Institute of Technology 8 p.m.-Hove rsten Chapel May 9 Other Events May 3 & 4 Senior Project Performances Scenes from American Drama Class 7 p.m . May 10 Senior Acting Recitals 7 p.m. Exhibits For galle,y and exhibit information, call 612-330- 1524 or go online to <w,v,v.augsburg.edulgalle,ies>. April 26- May 19 "Kilims: Weaving as a Tradition " This exhibition of kilim rugs from nati onal collecti ons will explore ancient weaving traditions in natwoven rugs from Per ia, Turkey, and the Caucasus' region. Gage Family An Gallery, Lindell Library Openin g Reception : April 26, 6- 9 p.m May 18 & 19 COMMENCEMENT WEEKEND 1ay 18 President's Reception 1-3 p.m.- Augsburg House Commencement Dinner 6 p.m.- Christense n Center Commencement Concert 8 p.m.-Hove rsten hapel May 19 Baccalaureate Service l O a.m.-Hove rsten Chapel Commencement Brunch I I a.m.- Christensen enter Commencement Ceremony l :30 p.m., Mel by Hall Ti ckets required Commencement Recept ion 3 p.m.- ~urphy Square Park A-UGSBURG C O L L E G E 22 1 l Riverside Ave nue Minneapolis, M N 55454 Non-Profit Org. U.S. Postage PAID Minneapolis, MN Permit No. 2031
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Title: Augsburg Now Winter 2001-2002
Collection: Alumni Magazine Collection
Search Result: A season of hope and expectation f, dvent ... the time of antÌcipation, Ap..pu.ution, hope, and longing. During this time we tend to focus on the joyful preparation for the birth of Christ. We don't often spend time considering the other side of Advent, the second comlng of the Lord, wj....
Show more A season of hope and expectation f, dvent ... the time of antÌcipation, Ap..pu.ution, hope, and longing. During this time we tend to focus on the joyful preparation for the birth of Christ. We don't often spend time considering the other side of Advent, the second comlng of the Lord, wj.th its promÌse of judgement, but also deliverance and redemption from despair. As we reel from the events of Sept. I I that turned our safe and secure world topsy-turuy, this second advent offers good news for us. As difficult as it may be We welcome your letters! write to: Please Editor AugsburgNow 22ll Riverside Ave., CB 145 Minneapolis, MN 55454 E-mail: now@augsburg.edu Fax: 612-330-1780 Phone: 612-330-Il8I Letters for publication must be sþed and to ignore the decorations, music, buying, and trappings of the season, these few weeks also offer us the chance to anticlpate and envision the renewed presence of the Lord and the world promised and possible through this presence. In this issue we see a repetition in the theme of Advent candles. The same candlelight that brought light to a dark sanctuary during the Advent Vespers procession also consoled us through September from a place of vigil in the front of Hoversten Chapel. The quiet, soothing illumÌnation of candles is aiso central to the Taizé worship that came to Augsburg at the end of October. Farther on, you'll read about the intriguing way some Augsburg students found to recreate this special atmosphere. This issue's feature article, "Remembering September" examines how Augsburg, as a iearning communit¡ has engaged its faculty, staff, and students in discussion of the difficult issues facing it since Sept. ll, and how the College's 132year-old mission provided the grounding to frame these discussions. Also in this winter issue, anticipating the coming Winter Olympic games, we feature stories of Auggies who have gone for the gold-speedskater Johnny Werket, who found in his "golden" career both Olympic medals and a partner for 1lfe; and the 1928 men's hockey team, whose golden Olymplc dreams were shattered on the very eve of the games. This issue also shares the spirit of Homecoming through photos from the events and class reunions. As we note on the back cover, the rains may have canceled plans for "Auggies on Parade," but the festivities brought alumni and friends together Ìn a celebratÌon of Augsburg community-and a big football win. As this calendar year closes, Augsburg Now extends to readers the best wishes for a holiday season ol hope, anticipat"¡on, celebration, and peace. WW Betsey Norgard Editor include your name, class year, and daytime teìephone number. They may be edited for length, clarity, and style. o o si h, s r^ Family and friends gathered to remember Jean Lindell (see Augshurg Now, summer issue, ln Memoriam) with the dedication of the Lindell Garden in front of Lindell Library. Victoria Grunseth spoke on behalf of the family about her mother as an avid gardener. - At¿csBrJRG Now Winter Vol.64 No.2 2OO1-O2 Augsburg Now is published quarterly by Augsburg College, 22ll Riverside Ave., Minneapolis, Minnesota 55454. Features Betsey Norgard Editor Lynn Mena Assistant Editor Remembering September Kathy Rumpza by Betsey Norgard Graphic Designer Jessica Brown Class Notes Coordinator William V. Frame Following the events oJ September 77, how could and would Augsburg CoIIege, as a learning community, respond? President Dan Jorgensen Director of Public Relations and Communication Nancy Toedt'94 Director of Alumni and Parent Relations Johnny Werket's golden career by Don stoner Opinions expressed in Augsburg Now do not necessarily reflect official College policy. Inhis youth, speedshater lohnny Werhet'49 won ISSN t058-I545 Olympic goldmedals and the heart of aNonueglan Postmaster: Send conespondence, name changes, and address corrections to: Augsburg Now, Office of Public Relations and Communication, 221 I Riverside Ave., Minneapolis, MN 55454. girl; they now celebrate their golden marnage. E-mail: now@augsburg.edu Telephone: ó12-330-l 18I Fax: 612-330-1780 16 The Rev. Mark Hanson '68ELCAs new presiding bishop Horr"rrten chapel gets dressed up in 'stained glass' Departments Augsburg College, as alfirmed in its mission, doesnot ilßcnminate on the bøsis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regar¿l to public assßtance, or disability in its education p oliaes, ailmissions policies, scholar ship and loan pro gr ams, athletic anill or school ailministered pro grams, except in those ínstances where reli$on is a bonø fiile occupational quølification. Augsburg C ollege is committed to providing reasonable accommodatíons to its employees and its stuilents. www.augsburg.edu 2 Around the Quad 5 Sports 7 Chapeltalk 17 Alumni News 22 28 Class Notes Auggie Thoughts inside Calendar back cover 50 percent recycled paper (10 percent post-consumer waste) On the cover: Augsburg students Çront to bach) Renzo Amaya Torres, Kerri Sjoblom, len Falhman, and Adam Dehnel prepare for the Advent Vespers procession, as it lights up the advent season. Photo by Linda Cullen. I a I o Augsburg ranks again in top tier Augsburg College once again is ffiffi ranked in the top tier of its category in the U.S. News €t World Report 2001 ratings-up three places from last year. A new classification by tl.:'e magazine puts Augsburg in the "Midwestern ¡¡ O Conor Tobin w¡ns Fulbright Scholarship to Norway Fonor Augsburg in the news-a busy fall Tobin. who academic yeat on the Oslo Year Program. Lg.nduut.d in May with a double major in A course in Middle Eastern politics at that time led to research on the role of Norway political science and in the Middle Norwegian, was Tobin's current study continues that interest, with a heightened focus on the ethics of war and peace in time of terrorism. On returning to the U.S., he plans to combine law school and graduate awarded a Fulbright Scholarship and is now Universities-Master's" category, because the College offers graduate-ievel programs. Augsburg is ranked second in the "Reputation" category among the other Minnesota private colleges in that tier. Reputation is determined by surveying the presidents, provosts, and deans of admissions at i.nstitutions in that tier. For campus diversity, Augsburg is ranked first among the other Minnesota private colleges in that tier. o (a studying in Norway at the University of Oslo. As a junior, Tobin spent the fall semester at the University of Oslo on the HECUA urban studies term and then extended his studies through the Conor Tobin East peace process. study in Ìnternational law and neggtiation. Tobin graduated from Augsburg "with . distinction" and received departmental honors in political science. Hoyt Messerer Fitness Center is dedicated in Melby Hall Scholastic Connections program: . . . . . WCCO radio interview of Syl Jones '73 Star hbune and Pioneer Prøss articles on the program Star Tribune editorial about the creation of the program Chronícle of Higher Education article Associated Press national article Events surrounding terrorism: . . . . . Prof. Amin Kader was interviewed widely on radio and TV Prof. Joseph Underhill-Cady was interviewed on KSTP-TV Prof. James Vela-McConnell was interviewed on KARE-I1 TV Admissions counselor Heidi Breen was interviewed on WCCO radio Augsburg was part of a national article from Collegiate News Service Other activities/interests . . . 2 : Student LINK Halloween Safe Block party featured on Fox-29 TV Prof. Norma Noonan was interviewed on Wisconsin Public RadÌo in connection wlth Russian president Putin's visit to the U.S.;she was also featured in an article fromLiberation, a news magazíne in Paris Adapted physical education sports day was featured on KSTP-TV ,4UGSBURG NoW Lucille Messerer spoke at the opening of the newly-expanded Fitness Center dedicated to her husband, the late Hoyt Messerer'39. President Frame presided as both the Fitness Center and the Gertrude and Richard Pautz Plaza were dedicated at Melby Hall, lrom belore dawn to late at night, one I of the most active places on campus is Minnesota Intercollegiate Athletic during the renovatlons of Melby Hall in Conference. The center is named for Hoyt Messerer '39, a football, basketball, and baseball athlete at Augsburg and one of the four founders of the A-Club, who died 2000, making it one of the largest in the in May the Fitness Center. Open to all members of the Augsburg community, includÌng alumni, the center was doubled in size (see In Memoriam, p.26). llUinter 2001-02 I Good, Martin ioin Augsburg's board Four regents retire after two terms of service StafJ photo M;Ti:,ii.î::i]:Jiji,"#:lï,T,-, on the Board of Regents at Augsburg's annual meeting in October. Michael R. Good A l97l Augsburg graduate, Good is executive vice president of NRT, a residential real estate brokerage company A Michael R. Good 24-year veteran in the real estate industry Good worked for 20 years in the Coldwell Banker division of NRT, beginning as a regional manager in St. PauL/Minneapolis, and subsequently in Florida, rising to NRT's senior vice president for the southeastern region. At Augsburg, Good was twice an Al1American in wrestling. ln1972 he was Augsburg's head wrestling coach. In 1991, he was inducted into Augsburg's Athletic Hall of Fame. Good earned a master's degree at the University of St. Thomas. He lives in Bridgewater, NJ., with his wife, Ann, and children Matthew and Mandy Mandy is a student at Augsburg. Jennifer H. Martin Jennifer Martin is tr senior vice president of corporate and human resources for Lutheran Brotherhood. After 15 years in public Jennifer H. Martin education, she became a personnel training specialist with Sperry Corporation, later Unisys Corporation, where she held executive positions. She joined Lutheran Brotherhood in 1995. Her undergraduate degree in education was earned at Southern Illinois University WhÌle teaching in Minneapolis, she earned a doctorate in education at the University of Minnesota. She and her husband, Richard, have seven children and live in Minneapolis. Winter 2001-02 Three regents were honored at Augsburg House as they retired from Augsburg's board. Pictured with President and Mrs. Frame (t to R) Jean and Allen Housh, Evangeline and Norman Hagfors, and Cheryl and Michael Thompson, Not present was Curtis Sampson. Four resents. who each served two terms office, were honored and thanked as they retired from the board. l'of Norman Hagfors served as vice-chair of the board, vice-chair of the Regents Committee, and a member of the Development, Finance, Govemment and Community Relations, and Marketing Committees. Allen Housh served not only on the Development Committee as a regent, but aiso twice served as Augsburg's interim vice president for institutional advancement. Curtis Sampson sewed on the Finance Commi.ttee. Michael Thompson was also a member of the Finance Committee. Kathy Tunheim elected to the board of the governing boards association A:ffi,ï:å:f Tunhei.m was elected to the Board of Directors of the national Association of Governing Boards of Universities and Colleges (AGB) for a Kathryn Tunheim two-year term. AGB is dedicated to strengthening the performance of boards of public and private higher education. AGB provides leadership in supporting the American higher education system of citizen trusteeship and a diverse system of higher education. The organization serves as a continuing education resource to trustees and boards and contributes to effective working relationships between boards and lt advises on matters affecting institutional oversight responsibilities, promotes wider understanding of citizen leadership and lay governance, and identifies public chief executives. policy issues of concern to hlgher education. ,4ucssunc ruow 3 Around the Quad Thanksgiving to donors and scholars Ã Thankssivins brunch was the lloppor,uniry lor over 200 donors to meet the students who are reciplents of their scholarshlps-and for the College to recognlze and thank donors for their support. President Frame told them, 'A1l of you here today are here by virtue of some kind of calling-on one hand to provide support; on the other to be students. Each of you is a constituent element of what Augsburg College is-no less important than the faculty and staff who are here to provide this education. We are grateful for your support." Kyle Kuusisto'03 spoke for students: "Here at Augsburg, one can really be immersed ìn the strong fabric that is called community It is a community that gives us the chance to not only dream, but to fulfill those Fun stuff kids in the dome o the future is to continue to spread that value of community that I experienced here at Augsburg." Clnthia Balley'02, a weekend student who has majored in religion while worhng full time, also spoke for students. Last summer, she traveled to Poland and Eastern Germany with Herb Brokering and Youth and Family Institute director Dick Hardel. "It was lÌsted as a pilgrimage and that's the experience I had," she said. "After that trip, I felt even more called to ministry particularly social ministry ... Thank you, all of you, who have helped me reach my goal of ministry to God." sS.B' r^ Auggie junior Emily Bushey and one of the participating teachers help unfurl the colorful parachutes in Augsburg's air structure at the adapted physical education sports day. a o population. ... Students \^ area schools had some fun at the third Junior Kyle Kuusisto expressed thanks on behalf of students for the financial support they receive. He is pictured here (center) with E. Milton Kleven 'a5 (left), the donor of the Magnus and Krostofa Kleven Scholarship Kuusisto has received, and Kleven's sister, lvadell Rice. Dialing for dollars aF tudent Phonathon callers have been fall-and gifts to The Augsburg Fund has risen seven percent compared to last year in the same period. Most significant is the increase in giving from Weekend College alumni-$3,206 this year, compared to $2,2451ast year. However, similar to the experience of many charitable organizations, the total amounts from September gifts were ÐUury on the telephone this their results prove it. The number of 4 4UGSBURG NoW 200 chiLdren with developmental s. "I plan on teaching need to feel a sense ofplace and belonglng. My plan for ¡F\ver lLJan¿ physical disabiiities lrom merro dreams. adaptlve physical education in the Minneapolis Schools. I am confident that my education here is preparing me to work effectively with a diverse student for annual sports extravaganza in Augsburgb air structure. Augsburg health and physical education students, as well as students from the Cedar-Riverside School, teamed up with the third- to sixth-graders for games, or just spent time one-on-one. Activities included soccer, dancing, parachutes, jump rope, races and relays, balloon volleyball, and cage ball. All of the partlcipants received ribbons at the end of the day ffi At press time, word was received that dramatically down, as donors focused their support to help the victims of terrorism. The Augsburg Fund, Augsburg's annual fund, is the College's "living endowment" that provides the foundation of annual financial support needed to attract and retain its talented and diverse student body. For addltional information, contact Donna Mclean, director of The Augsburg Fund, at I-800-273-06L7 or Augsburg has been awarded $2 million over five years from the lilly Endowment as part of the initiative, "Programs for the Theological Exploration of Vocation." ln Minnesota, grants were awarded to Augsburg, Concordia College (Moorhead), and the University of St. Thomas. More about Augsburgb grant will appear in the next issue. <mclean@augsburg.edu>. W¡nter 2001-02 r The Edor Nelson Field is dedicated rFhe skies ooened and a constant rain I f.ll on the artificial turl all aliernoon. The visitors from St. John's University further dampened spirits by beating Augsburg, +B-14. And the guest ofhonor rvas on crutches, as the result of knee replacement surger)¿ But nothing was going to stop Augsburg from honoring coaching legend Edor Nelson '38. The College rededicated the outdoor athletic field in Nelson's honor at a halftime ceremony during the Sept.22 football game. "To you, Edor, we owe a great debt of gratitude," President William V Frame told Nelson. "We appreciate your gifts; as they are mar,y and manifold, and we are glad to rededicate this stadium for you toda;r" in 1984, the College named its newlyconstructed outdoor athletic field as Anderson-Nelson Field, in honor of Nelson and longtime athletic director and men's basketball coach Ernie Anderson. in February the College dedicated the court at Melby Hall in Anderson's honor. "You have truly been a champion of the athletic program, and a champion of byDonstoner .è all the student-athletes whose lives you have touched," said Paul Grauer, men's athletic director, during the halftime ceremony Nelson said that much È s! (J of the credit for the field should be attributed to the donors who gave time and money to make the field a reality-men like Carl Benson'51, Ray Grinde '57, andJeroy Carlson '48. He chose to honor the donors, along with all the athletes he coached and taught during his four f: Edor Nelson '38 stands under umbrellas as Augsburg's athletic field is rededicated in his name. Norm Okerstrom'85 (left), Office of lnstitutional Advancement, holds the plaque to be placed in Melby Hall. decades at Augsburg. A special luncheon was held before the game, where more than 150 guests pald tribute to Nelson. Fans also had a chance to pay trlbute to Nelson during a post-game reception in the Melby Hall Iobby During his four decades of service to Augsburg, Nelson served the College in variety of roles, most notably as the longtime coach of the football and baseball teams. He was also an associate professor in Augsburg's health and physical education department for 32 years, retiring in 1978. -Don Stoner is sports inJormation coordinator. a Dozens of children from central Minneapolis prepared for their winter hockey this year by learning the basics at the Augsburg-Sheehy Hockey Camps held in August at the Augsburg lce Arena, Organized by NHt player agent Neil Sheehy, Augsburg men's hockey coach Mike Schwartz'85 (pictured at right without hat), and Auggie alumnus John Evans'82, the two camps were held in conjunction with the Minneapolis Park and Recreation Board. At the end of each week-long camp, the youngsters got a chance to get autographs from several professional hockey players, including Minnesota Wild star Darby Hendrickson and Auggie alums Martin Hlinka'00 and Ryan Mclntosh '01, who were attending Sheehy3 pro hockey development camp also taking place at the Augsburg lce Arena. Winter 2OO1-O2 ,4ucsnunc ruow s 'scholastic Connections' pairs minority students with alumn i mentors Aussburs News service Æ;Tüåî.iX1'#"::îiiil;J:ï? and believed to be the first of ìts kind in the nation, uses proceeds from a $500,000 endowment to pair students of color with alumni of color in mentoring relationships. Five students have received $5,000 renewable scholarships in this first year, with a goal to increase that number to 20 students as the endowment grows. "The commitment to diversity is a long-standing commitment on the part of the College," President William Frame said. "It is rooted in the Lutheran proposition that colleges and universities must sweep into modern society to provide the education which the management of our world requires." The program was developed in response to the resolution of a lawsuit filed by Elroy Stock'49, who sued Augsburg for breach of contract, relating to a 1986 campaign gift of $500,000. Shortly after thls gift, upon learning that Stock was the author of thousands of mailings urging "racial" purity sent to interracial couples and adoptive families, the College decided it would not put Stock's name on a college building in return for the donation. Due to charitable donation regulations, the College could not return the 6 ,+UGSBURG Now s. E money The lawsuit was dismissed due to the expiration of the statute of limitations. The sch olarship-mentorin g program asslsts achievement-oriented high school and post-secondary students of color andJor mixed race to succeed at Augsburg. Scholarship criteria include leadership ability and an interest" in communiLy service. "The conneclion piece is to put leaders of today in touch with leaders of lomorrow" Frame said. "The scholarships announcing today are named for the mentors, for our graduates who have achieved distincrion in rheir fields. [The recipientsl will be receiving the advice and counsel of those men and women of \Me are co1or." The program also aims to strengthen the College's role as a progressive and welcoming institution for communities of color, said Kathy Tunhelm, chair of the students of color received scholarships in Scholastic Connections, a program that pairs them (L to R) President Frame, Xia Xiong '05; KMSP-TV news anchor and luncheon host Robyne Robinson; Eloisa Echavez'94,'98 MEL; Matthew Shannon'04; Murry Kelly, Jr. '71;9yl Jones'73; €amilo Power'03; Gianna Sorrell '03; Jackie Cherryhomes'76; Jennifer Boswell '05; F. €layton Tyler '72; and Noya Woodrich '92, '94 MSW F¡ve with alumni of color as mentors. o a KMSP-TV news anchor and luncheon host Robyne Robinson (left) talked with Gianna Sorrell '03, one of the five new scholarship winners, at the luncheon honoring the students and alumni mentors. Board of Regents. "While it is true that we have always attempted to be responsive to the disparate needs of the communities that we serve, 1t is also true that we have not always been successful in doing so ... with the announcement ol today's initiative, we seek to change that," Tunheim said. Jones said that by virtue of Augsburg's location and mission, it can play a major role in helping to increase the number of students of color who graduate from college, a number which has been decreasing. "But," he added, "only if the campus is prepared to welcome those who are different." Frame said that approximately I7 percent of the College's 3,000 students are students of color, putting Augsburg second among Minnesota's private colleges in that category Inter-Race, a diversity think-tank based at Augsburg that was co-founded and headed by Vivian Jenkins-Nelsen, will administer the Scholastic Connections program. Augsburg graduate Rev Rufus Campbell'75 presented the homily in chapel (see next page). A luncheon, hosted by KMSP-TV news anchor Robyne Robinson, honored the scholarship recipients and mentors. I Winter 2001-02 r by the Reverend Rufus Campbell '75, Camphor Memorial United Methodist Church -following the announcement of the Scholastic Oct. 8, 200f Connections scholarsh¡p program wffi llth I l l I I :iå,ffi î,i:,1äi-,ä,ember the we looked into the face of evil. It hurt us, it angered us. We have not yet recovered. This institution has had its own version of looking into the face of evil. I just returned from the press conference over in Christensen Center where there was an announcement that scholarships are being created for people of color as a result of one of our alumni, brother Elroy Stock. I know brother Stock. I received my flrst letter in 1991 shortly after I had performed an interracial marriage. ...He senr a lerrer that was filled with hate ... and this institution, as a result of his lawsuit, also has looked into the face of evil. I'm careful never to think that evil is embodied in a person. I think all of us can be overcome by evil, and so I'm always careful to make that distinction. ... So what does one do when looking into the face of evil? s evil is by overcoming evil "Do not be overcome by evil, but overcome evil with U s good." I reviewed the mission statement of this great institution. ... [It] was called, through its educational process, to prepare leaders and servants in the community. "\J -J That is a high and a holy call, my sisters and brothers. And it fits with the Gospel, because we are a1l called to be servants. To pattern our lives after the one who was the greatest of servants, Jesus. ... As servants \Me are called to face each day, and each day that we live and face eyil, we are ca1led to overcome that evil by doing good. I think it was a remarkable stroke of grace, President Frame, to take a proposal to the Board of Regents saying, 'Let's take this request from someone who was overcome with evil ... [and] make some good come out of it.' I thlnk there was an extraordinary act of grace on God's part to see that and to be able to respond accordingly. So you've done just what our God commands. You looked into the face of evil and you have responded by doing good. We aii know that we can do much better as we walk the road to diversity. We "As servants we are called to face each day, and each day that we l¡ve and face evil, we are called to overcome that evil by doing good." Rev. Rufus Campbell '75 good and faithful servant.' And so I say to you, this great student body at this great instil,ut"ion, as you prepare to be leaders and servants in whatever community God places you in, remember this day ... Because this is the day when this institution can celebrate the fact that it looked into the face of evil and brought out good. The God we serve is a great and mighty God. God gives us the resources to turn evil to good. Sometimes it's just small acts, sometimes it's mighty acts. Al1 of In the text that was read earlier-in Romans, Paul's letter to the church in Rome-the beginning and the first trvo verses of chapter 12 set the context. Paul said, "I appeal to you therefore, brethren, by the mercies of God, to present your bodies as a living sacrifice, holy and acceptable to God, which is your know that there is much more that needs to be done. And God has given us the gift spiritual worship." And he goes on to say lhat we ought not to be conformed by this world, but be transformed by the renewing of our of people to help to get us where we need to be. And so, I didn't come here to beat you up about your past record; I came to encourage you as you walk the road you are walking now I came to say to you that the God \Me serve is pleased every time we look into the face of evil and then transform that by doing something good. And so, to this institution, I say to you, Godspeed. I don't know what the minds. So, Paul talks about how we respond as Christians in a world that is extraordinarily good and extraordinarily evil. Paul says finally, in verse 21, that the way God calls the church to respond to reporters wiil be writing ... but I can imagine, in the annals of heaven, this date is to be recorded. And I can imagine that words like this have been recorded with respect to this institution-'Well done, my Winter 2001-02 them are important. And so I say to you this day that God is pleased, and the very angels in heaven are rejoicing. And to the Elroy Stocks of the world, we are ca11ed to pray for you. And we pray that maybe lf not our witness, somebody else's witness will be able to break into his mind, and he, too, will be able to look into the face of God and see God's goodness, which will transform him, also. And so I say, grace and peace to you this day, my sisters and brothers, and may the God of heaven and earth guide you in your journey as you walk the road of diversity, as you walk the road of peace, as you walk the road that produces goodness. God bless you. I ,4ucssuRc t¡ow 7 The Rev. Mark Hanson '68 is installed as the ELCA'S third presiding bishop fln a master of dìvinÌty degree lJHunron, 1972. He continued with further study at Luther Theologlcal Seminary and Harvard Divinity School. Hanson served several churches in the Twin CiLies area, most recently spending October 6. the Rev. Mark S. bisúop of the St. Paul Synod and Augsburg graduate of 1968, was installed as the ELCA3 third presiding bishop. He was elected to the six-year term at the ELCAb churchwide assembly in Indianapolis in August. His new duties began on Nov I at ELCA headquarters in Chicago. He succeeds the Rev. George Anderson, who served one term. Of the ELCAb three presiding bishops since its inception in I987, Hanson is the second Augsburg graduate to serve. Bishop Herbert Chilstrom '54 was elected as the ELCAb first presiding bishop and served two terms before retiring. "I couldn't be more proud and grateful than to have Mark Hanson, a fellow Augsburg graduate, as a successor in the office of presiding bishop of the Evangelical Lutheran Church in America," said Chilstrom. "Mark brings to the office a wealth of experience, the heart of a pastor, and the passion to make the Gospel relevant to the times in which we live." After graduating from Augsburg with a degree in sociology, Hanson attended Union Theological Seminary in New York as a Rockefeller Fellow, and was awarded in seven years at University Lutheran Church of Hope, Minneapolis. ln 1995, he was elected bishop of the St. Paul Area Synod, and was re-elected in spring 2001. He has aiso served on numerous inter-church boards and committees, especially dealing with affordable housing programs. Hanson has been an ex offrcio member of the Augsburg Board of Regents for the past two years, representing the St. Paul synod. In announcing Hanson's election to the Augsburg community, President William Frame said that Hanson has been "a steady friend of Augsburg and especially of its unique mission as a college of the church in the ELCA ecumenical partners and Lutheran bishops from other continents symbolically extend their hands as ELCA presiding bishop George Anderson (left, front) installs St. Paul Synod Bishop Mark S. Hanson '68 (kneeling) as third presiding bishop of the ELCA on October 6 in Chicago. modern city Presiding bishop-elect Mark S. Hanson '68 and his wife, lone (Agrimson) Hanson '68, greeted visitors after the installation service. 8 -4UGSBURG NoW byBetseyNorsard "He is a great admirer of Augsburg 2004 and has been especially dedicated to helping the College widen accessibility for underserved populations in the Twin Cities," Frame continued. Hanson's electlon to leadership comes at a time when not only the world, but also the denomination, is divided by social and theologÌcal Ìssues. Hanson referred to this in a Minneapolis Star Tribune article upon his election: "One of my most important iasks will be to define and claim the mission to which God cails and which unites us, while continuing to tend to the divisions that divide us." Hanson is married to lone (Agrimson) Hanson'68, who has served as director of social work at Minneapolì.s and St. Paul Children's Hospitals. Their children are Aaron, Alyssa, Rachel, Ezra, Isaac, and Elizabeth. They also have one grandchild. President and Mrs. Frame represented Augsburg College at the installation service, which was held in Rockefeller Chapel at the University of Chicago. The organist for the service was David Cherwien'79. I Photos by GeolJ Scheerer, courtesy oJ ELCA News and Inlornltiotr llUinter 2001-O2 j¡rËA$!iþ?:"T¡¿i ffi r t I 1 by Betsey Norgard Assøssing the irnpact September 77, 2001. It's clear that the world changed profoundly ... and probably in ways not yet building. (See In Memoriam, p.26.) imagined. Though not affected in the søme degree as colleges on the East Coast, the Augsburg community deeply felt the impøct, both on cilnpus neighborhood, with Only one Augsburg alumnus/a is known to have died in the terrorist attacks. Lt. Col. Dean E. Mattson '66 was a career mihtary officer, scheduled for retirement in December, who was sitting at his desk in the Pentagon when the h¡acked plane destroyed his area of the and ø lørge population of in its Somali immigrants. How could and would Augsburg-a leørning community of faculty, staff , ønd students-cope with Augsburg regent Dean Kopperud was in his office at Oppenhelmer Funds, lnc., on the 33rd floor of the World Tiade Center south tower when the north tower was hit. He and Oppenheimer's nearly 600 employees quickly and judiciously evacuated and were on the street when their tower was hit. Memories of fire, explosion, and dying people stick in his mind. Kopperud reported to the Stdr hbune that the only questì.on he continually asks himself is "Did I do everything I could for everyone I saw in trouble along the way?" In Washington, Les Heen'83, communlcations and publÌc affairs director for the Minnesota Farmers UnÌon, was standing across the street from the Capitol, preparing for Congressional meetings, when panicked people began evacuating the building. A few minutes later they saw a large, white plane banking low toward the Capitol, which they soon learned passed them by and crashed into the Pentagon. this unprecedented tragedy, seeh understønding of its complex issuøs, and respond to its own and the community's needs? Above: Throughout the days and weeks following the terrorist attacks, the candles in Hoversten Chapel were constant reminders of the terrorist victims and those in need of consolation and prayer. Winter 2OOf -O2 "l remember seeing the smoke, feeling sj.ck, and then hearing sirens from all around us," Heen said. ... "It's hard to describe how lr-rlnerable you feel when your only defense is to run from a target before a jumbo jet hits it." Messages from Auggies abroad were also quick in coming. From London, Adam Olson '92 wrote to Norm Okerstrom '85 in the development office: "I found a pub with the news on and sat with my mouth on the floor for about two and a half hours ... It was packed with people in stunned silence." Reactions on campus to the stunning and horrifying news ,.4ucsnunc ruow 9 a O Concerned faculty and staff sought ways to assess the impact on students, especially freshmen, many of whom were away from home for the flrst time. Ann Klamer, director of residence life, compiled a list of reports on various topics that helped student life personnel deal with aspects of the tragedy The student life office posted a message board to gauge \s ñ ! IJ empowerment in the face of this awful sense of powerlessness," Underhill-Cady continued, "and certainly one of the best sources for that is in the polis, the public forum." Students also sought discussion among themselves. The Coalltion for Student Activism, that had formed earlier as a small group of a dozen or so, began "As much as I want reyenge lor ablatant dttdch on nry home, I want the'war' to stop. Essentialþ I don't hnow what I wanq dnd I believe America reflects thøt sense oÍ uncertainty." -Jdmes P, a junior, from his journal Adam Olson '92 happened to be at the American Embassy in London when Lady Margaret Thatcher paid her respects, shortly student reactions to the events. to meet weekly and swelled its ranks. Political science professor Joseph Underhill-Cady said, "They have no context Discussion issues became focused on the after Sept. for what's happening. The classroom provides a safe environment where they can air views, discuss, and share comments." lt's also a supportive environment. Journaling has been another means that Underhill-Cady has used to help his students find expression for their uncertainties and fears. He describes the unstructured thinking as being therapeutic, helpful, and positive. 1 1. began even as the events were unfolding. The morning chapel service became a time for people to gather, some still anxiously awaiting news of family and friends who might have been in the targeted areas. An afternoon prayer service continued the ,rigil. Classes continued as scheduled, with some faculty turning over class discusslon to impilcations of the tragedy. Several Augsburg colleagues and friends from around the world took time to share their grief and concern. From Catholic University in Lublin, Poland, faculty exchange colleagues of Augsburg's business administration department wrote, "We hope none of our friends in Minneapolis and St. Pau1, none of the employees or students from Augsburg College has suffered directly due to those unprecedented acts of terrorism." Deøling with the emotional irnpøct As elsewhere in the country initial responses to the attacks brought people together in unusual community and uniqz Augsburg Echo writer and sophomore Deanne McDonald wrote in the Sept. 28 issue, "ls there anything that could have brought the students together as quickly as the events of September I lth's 'Attack on America' did? It already feels as if we have been here for months." fo 4ucssunc Now Augsburg's call to mission On Sept. 28, President William Frame set the direction for campus discussion. In a letter to students. Frame asserted that the College's appropriate response lies squarely in its I32-year-old mission: "The greatest favor we can render to this world is today what it has always been-to search through the discipiines of learning for an understanding of both the world and ourselves that will guide us to the work for which we are best fit and to which we are called," Frame wrote. Underhill-Cady took a lead in proposing campus conversation. In an op-ed piece for the Echo on Oct. 5, he suggested that the first response to the violence should be dialogue. "Part of our job as students and instructors is to try to make the public discussion of these events as constructlve and well-informed as possible. "We need to look for sources of terrorist events. This group has arranged' to join other student groups in discussion at the 2002 Peace Prize Forum at Augustana College in March. Students also began a letter-writing campaign to elected officials, urging patience in declaring and supporting a \Mar. Listening to others A first glimpse at understandlng came as if by fate. The 2001 Christensen Symposium speaker on Sept. 24, scheduled months earller, was Prof. Lamin Sanneh, an African Muslim who is a professor of missions and world Christianity at Yale University. With his personal and scholarly experience in Islam, he provided some insight as to why he thought Muslim fundamentalism had targeted America-because of the U.S. policy of adamant separation of church and state. "Muslims are feeling a need to respond with religious fundamentalism," he said. "Muslims are helping us understand that our secularism has gone too far." Speakers and experts on campus helped bring understanding to difficult issues, (Left to right) Mine Ener, history professor at Villanova University; Amin Kader, Augsburg business administration department; Arvonne Fraser, ¡nternational women's rights advocate. Winter 2001-O2 T l : o His message was to urge ail Muslim nat¡ons to deal with their own fundamentalists, so as not to relegate the avenging of Sept. l1 to the U.S. Another speaker invited to campus in the following weeks was Arvonne Fraser, director of the lnternational Women's Rights Action Watch Project and senior fellow emerita at the Hubert H. Humphrey lnstitute of Public Affairs. She shared her expertise on women's rights in Muslim countries, especially in Afghanistan under the Taliban. "The solution is not with bombs, but with the changing of minds," was her message to students, faculty, and staff. "And this takes time." Helping the community understand Business administration professor Amin Kader emerged as a community spokesman about Islam, appearing on . I E and Psychology of U.S. Leaders DuringWar, contrasts the ways that terrorist extremists embrace death and that U.S. political and military leaders fear it. Supporting Somøli students and neighbors Augsburg students have An interfaith service was held in Hoversten Chapel, with six participated in several religious traditions represented by Augsburg staff and faculty' Above, Benjy Kent, academic advising, and Barbara Lehmann, vlgils in the Cedarsocial work, recite the Jewish Mourner's Kaddish. Riverside neighborhood, organtzed to support the Somali communitv. participants assuring them of stability in The governmênt's shutdown of those countries. businesses that wire money to Somalia "Now more than ever it is essential to directly impacted students at Augsburg. develop an understanding of the causes of Several Somali students reported to the violence and in¡ustice and to develop local television and radio programs and at area events. He urged listeners to educate themselves about lslam, to learn about its common roots to Christianity and its similar tenets deploring violence and "... I find myself feeling vulnerable ønd scared. What has happened is the scariest thing to tahe pløce in the lifetime of mry generation-ønd I can't heþ but feel there is more to come. Listening to some of the people øround me with their view on what'justice' is scares me." D., afreshman, fromher journal ki1ling. Echo that they fear for their families, who Lamenting many deaths among Muslims who worked at the World Tiade Center and Pentagon, Kader said, "This attack is an attack against al1 Americans of all kinds. if those terrorists are successful in turning us against each other, this will, indeed, lead to the destruction of our nation. ... We have to learn to understand each other and to accept each other." Underhill-Cady has also been interviewed by the media and spoken to local community groups, especially about the hÌstorical context and alternatives to war. His recently- and tìmely-published book, Deqth and the Statesman: The Culture depend on the money sent to them. The money-wiring businesses serve as banks, which are not common in Somalia. -Emiþ Moving on President Frame's call to the Augsburg community to search for understanding of both the world and themselves is rej.nforced by the work of Augsburg's Center for Global Education (CGE). Anticipating a drop in study abroad by students afraid to travel, the directors of in Mexico, Nicaragua, and Namibia wrote to prospective program CGE's centers intercultural awareness that can help us build the culture of peace, which we so desperately need at this time," the directors told students. In concludingher Echo article, sophomore Deanne McDonald went straight to the heart of the matter: "It is difficult to remember to see ourselves, members of the Augsburg community, as members of the world community; but if nothing else, this disastrous attack ... serves as an abrupt wake-up call to all individuals-reminding us that nothing is permanent and that we all make up one fragile part of the whole." I four gald medals and a 5ü-y*ü{ rr}ånlage ffiüLMTN CARËËR: At f irst glane e around Johnny and Vesla Werket's home irr Sun City West, Ariz., \¡ou wouldn't realize that you were sitting in the horne of o¡re of the best speedskaters in ,American history. A few black-and-whi¡e photos 1-Lang on the wall 1n a r-rtility roorn. Otre cryst rl vasc trolìhy sits on :r mantel in the kitchen ol the Werkets' retlrement home rr-r the Sonoran Desert. But the remainder ol the memorabllla ol his speedskating career-numerous world titles, three WÌnter Olympic Games appearances, his Hall of Fame citation from the Amateur Skating Union of the United States-are out in the garage. Deep inside a drawer and a storage locker. "411 my stuff is dumped in the garage," Johnny jokes, hÌs everpresenL smile beaming. And that's just fine with him. For the 1949 Augsburg nlumnus. hìs speedskrtìng tareer is but one moment 1n a long and fulfilling life. But the career led to love and a marnage that has lasted for a half-century. The career gave him the opportunity to coach many American skaters who became by Don Stoner l-rouseholcl nemes wrth tl-rerr Olympic triurnphs And tl-re career gave him a chance to see the lvorld. Not bad lor a smal1, slender guy who never believecl that all ol Lhis would happen to l-rim. Werket, wbo grew r-rp in south Minneapolis, began skating when he was 7. At age 14, he ancl a friend "The Powderhorn Skatlng Club was the dominant club in the United Srares at the time," Werket said. "lt was a ways away from Longfellow Field by streetcar, or you had to walk to the park." The Powderhorn club was an American powerhouse, producrng numerolls world champions and OlympÌans. Werket, and three of his Longfellow mates, ended up qualifying Ior the team. He progressed through the ranks, even though his smrll size was I major hÌndrance. "I was always the smallest, the lightest, the thÌnnest. I was too llttle. lf you bump me, I go down," he said. "l never had a unrlorm, the whole time I skatecl, that ever fit me correctly. Never. Everything was too buggy " L lnternational acclaim, lifelong love È' q b He lelt the sport, like many other young American men at the time, to serve his country as a paratrooper dunng World War Il. But he returned to the Powderhorn club following the lvar, and eventually garned a spot at the \947 Olympic trials, his first national competition. a' L S U q 'åt å; decidecl to try out for a speedskating tearn in Polvderhorn Park, on the south slde of Minneapohs. {Ð Ê t I' \\\\ At the 1948 Olympics in Saint Moritz, Switzerland, Werket finished sixth in the 1,500-meter event. He won the 1,500-meter race and qualified for the U.S. team to compete at the 1948 Olympics in St. Moritz, Switzerland, finishing sixth in [he event at the games. A Norwegian newspaper funded a trÌp for Werket-a full-bioodecl Nonvegian-lo compete at the European championships in Helsinki, Finland. "At that time, they had allolved Americans to compete in the European championships," he said. "Right olf the bat, I was one of the leading competitors in the world. "l was second in the 500 (meters) and the winner was Krudacheq a Russian guy. The first- and second-place skaters from the 500 automatically qualÌfied for the 1,500 (meters), and they skated together. The Finns hated the Russians, since this was when the Cold War was mighty cold. "l beat this Russian guy badly in Left: Johnny Werket 'a9 (left) began his speedskating career with a coveted spot he won on the renowned Powderhorn Skating Club in Minneapolis. 12 ,4ucssunc Now Winter 2001-02 6, U t s Right: The 1948 Augsburgian yearbook dedicated a page to welcome home Johnny Werket from his Olympic victory' Þ a the 1,500. The Finnish people were patting me on the back so long and so hard that I wasn't sure I was going to be abie to compete in the next race." After the 1948 championships-part of a stretch where he won four world gold medals and four silver medals-he was invited [o compete as part of an American team in a challenge meet against a Norwegian team in Hamar, in a nation that adored speedskaters and all winter sports athletes. A l6-year-oId girl named Arnhild "Vesla" Bekkevoll was part of that practice my English. I had seen this guy skate in Hamar, and I decided that he was goÌng to be my victim," Vesla said. "I wrote to him in Minneapolis. I think the address was Johnny Werket, Minneapolis, USA.' "This was after the season, he had gotten back to the U.S., and I really hadn't expected to get a reply. But he replied and we started writing back and forth. anywhere without a chaperone," Vesla said. "Those were the strict o1d days." She watched the meet, and took particular notice of the small American Minneapolis. An Auggie world traveler races against the larger competition. When she got back to her hometown, she returned to her school and faced an assignment of Along the way, while competing on a national and international level, Johnny found time to complete his studies at wrlting a letter to a famous person. "Everyone else chose to write to Norwegian athletes. But I wanted to Augsburg. He graduated in 1949, and like many Auggies at the iime, Iearning Norwegian was a way of life. It was also a necessity for S Johnn¡ who was competing often in Scandinavia. "The Norwegians had a book on Þ training for speedskating, but it was in o o à, Norwegian. So in order to learn what was 1n the book, I had to learn the language. In three weeks, I learned the language," Johnny said. In addition to his speedskatlng days, he also competed on Augsburg's fledgling track and field and cross country teams. The cross country team was a conference title competitor during the early days of the sport, and he credits the training he needed to compete as an Auggie as a big part of L U U. t OlYñPk 16ñ " speedskating season, and the two arranged a meeting. The meering developed into a friendship, the friendship developed into a romance, and the romance developed into marriage. Johnny and Vesla were married in 1951 in È t id¡, Eventuall¡ one of Johnny's replies mentioned that he would return to Hamar to compete in the winter adoring crowd. She had traveled from her hometown of Rena, Norwa¡ across the mountains to Oslo. She was the chaperone for her older sister and her boyfriend. "I went because they were engaged to be married and you didnt go competing-and winning-the ñ his success as a speedskater. "We've been close and remained close to Augsburg because, in our days, Augsburg was a famil¡" said Johnn¡ crediting then-athletic director Dick Pautz '37 lor much of his Augsburg success. "There's a gteat group of people at Augsburg." "Augsburg is weil known in Norwa¡" Vesla said. "The first time I came to the United States, I came by ship, a I}-day trip. I got to know a group of Norwegian fishermen who were headquartered out east. They had just been back to Norway. and were returning to America for the season. I was 19 years old, all by myself, and some of the older fellows were concerned about me. "They knew my destinaLion was Minneapolis, and they told me that Ìf things didn't work out when I got there, to go and see Gerda Mortensen at Augsburg College. I had only known Augsburg because it was Johnny's school. But they knew of Augsburg quite well, and they were concerned about me." Johnny qualified for the 1952 Olympic team for the Oslo games, Left: Werket shows off one of the speedskating trophies from his Olympic career. W¡nter 2001-02 ,4ucssunc f\¡ow t3 and the newlyweds again boarded a ship to cross the Atlantic. The captain of the ship, who was a big speedskating fan, recognized Johnny and moved them from steerage class to a first-class cabin. He placed sixth again in competition at the 1952 games, after suffering from a severe case of bronchitis. Three years 1ater, Johnny was parl of a team that competed in Moscoq as the world championships were held behind the lron Curtain for the first time. "We were some of the first Americans to compete in Russia," said Johnn¡ who took along a camera for NBC's Today show wlth Dave Garroway. By 1956, when he qualifÌed for an Olympic team for the third time and competed in Cortina, Ital¡ Johnny could tell that his competitive career was nearing the end. Though he qualified for the American team for the 1960 games in Squaw Val1ey, Idaho, he withdrew from the team. He was beginning his career at Northern States Power and Johnny and Vesla were starting a family; the stress had become too much. Coaching career Though his body was unable to compeie at an Olympic level, Johnny \¡/as still able to remain close to the sport he loved. He began "The Norwegians had a book on training for speedskating, but it was in Norwegian. So in order to learn what \ruas in the book, I had to learn the language." -Johnny coaching young speedskaters, flrst at the Richfield Speedskating C1ub, and later as a coach of various junior national teams and Oiympic teams. He coached several athletes who later became greats ln the sport. ln 1967 ,he was the coach of the American world championship team, where Mary Meyers won a gold medal. He guided Dianne Holum to a gold medal in the 1972 Olympics in Sapporo, Japan. Johnny coached Eric Heiden to medals in the I97 5 junior world meet, and was a force behind his ascent to become a five-time gold medalist at the Lake PlacÌd Olympics in 1980. Later, he was introduced to a young skater named DanJansen; he was a friend of Jansen's father. He coached Jansen as a junior skater; Iater, Jansen provided some of the greatest drama in Winter Olympic histor¡ when he competed on four Olympic teams and finally won a gold medal in 1994, after severai tragic fa1ls in previous competition. "I guess I'd rather coach," said Johnny of his preference between coaching and competing. Along the way, he built a 3l-year career at Northern States Power, starting as a commercial lighting business representative and eventually working his way into an executive position as a trainer for the company. He retired in 1 983. Tennis Talent L È. Now, Johnny prefers to 1et his wife's athletic career take center stage. Vesla began playing tennis with Johnny and his frÌends 40 years ago, but back then, o à o Q Werket'49 it was a hobb¡ she said. "I had never played before, but I really liked it," she said. "I've played ever since. Today, if I'm without a o o s, B' Johnny and Vesla Werket recently celebrated their golden anniversary in a marriage that began with a 16-year-old Norwegian girl's fan letter to a far-off American skater. racquel and without shoes, I'm in bad shape. " The two moved from Minneapolis in the mid-'80s, afterJohnny retired from NSP and Vesla retired after working for l2 years in Christian education at Diamond Lake Lutheran Church Ín Minneapolis. She began to play tennis with friends in the Phoenix and Sun City area, eventually joining the "Anything Over 50 Senior Tennis" club. She has become one ol the Lop senior tennis players in the area, competing in several Senior Olympic events. Her tennls has taken them across the country, from CalifornÌa to Florida, for competitions, and she has earned dozens of medals and awards for her r.o Arizona talent. "I'm blessed with good health, and I really enjoy tennis," Vesia said. "Between our church and our tennis group, that's our social life. The phone rings and we go out and play. We could play seven days a week if we wanted to." Right: Werket coached U.S. speedskater Dianne Holum to a gold medal in 1972 at Sapporo, Japan. 14 ,4UCSBURC NOW Winter 2OO1-O2 5 '-! On a ratrng system from 2.5 to 5.0, Vesla is currently competing at a 4.0 1eve1, two spots uncler t1-re highest ranking possible. Their two sor-rs, John Jr. and Jim, are grown and work in the Twln Cities, They have four granclchilclren, one ol whom may fo1low in his grandfat1-rer's Olympic footsteps. Youngest grandson Eric is cLÌrrently a senior soccer player at Viterbo College in La Crosse, Wis., and has competed on youth Olympic development teams in the sport. hoekey feam ú '19;8 The Werkets llve by the mantra that berng actir,e is the key to belng trlliy alive Ê = o . "We're both goocl lrrovers, and that's what it talics. We'r'e never been laid up r,vith illness or sickness," Jol-Lnny saicl "Berng active is the best thing for everybody. When yor-r can be actrve, you can beat almost anybody." à' (-) Right: johnny's wife, Vesla, is now the winning athlete in the family, enjoying her successful tennis conrpetition in Arizona. ALh/OST.OLYMIPIC by Don Stoner Twenty years before Johnny Werket's Olympic victories, Auggie hockey players were on their way to 5t. Moritz for the winter games. But, something happened along the way to Switzerland... ln 1926-27 , Augsburg started its men's ice hockey program, officialll', though the Auggies had already dominated local hockey as an unalfiliated team lor several years. The 1927 team won the state college championship ancl repeatecl the feat the next )/ear, behind the play ol the Hansen .brotl-rers-Oscar, Emil, Julìus, Joe, ancl t. l Louis-along r.vith goalie Joe "Moose" Su'anson. ln fact, the 1927-28 team, coached by future U.S. Hockey Hall oI Famer Nick Kal-rler, rvas considerecl the mythical "national chan.rpìons" in the sport. The Ar-rgsburg teaÌ11 rvas selectecl from an impressive group oi canclidaLesir-rcludir-rg Harr,ard, the Ur-rir,ersiLy Clr-rb ol Boston, and Evele¡h Jr:nior College-br, the Amateul Athletic Ur.rion's Ice Hockey Committee to represent the Ur-rited States in the 1928 Wir-rter O11,r¡1r1.t ,t t, \4oritz, Su'itzerlar-rcl. The onl1, conditior-r that the AAU set for the Auggie team to be American Winter 2OO1-O2 representati\¡es to the Olympics was that the leam woulcl have to raise $4,500half of the cost of sending the team to was \¡ery upset as u'ell." The reasons for the sudden Europe. Kahler organized a furrdraising efiort, and along rvith friends of ihe school and the Mrnneapolis Southsicle Commercial C1ub, easily raised the money to send the Ar"rggies to the Olymprcs. But, just clays beiore the team was to ciepart for Europe, the Uniteci States Ol1,¡10i. Comrnittee pulled the rug out lrom under the local boys, abrr-rptly cancellrrrg the Olympic plans. rejection ol the Auggie squad remaln unclear. Perhaps it was because the Hansen brothers grew up in Alberta, Canada, belore moving io the Tivln Cities. Or the Oly,mpic conrmittee was influenced by a protest from a Boston amateur hockey group that rvantecl to lace Airgsburg in a challenge match. Whatever the case, despite the best eflorts of Augsburg fans lr4ro protested the cancellation, MacArthur's decision s¡ood. Oscar, Emll, ancl another brother, Emory', went on to play professional hocke;'. Oscar u'as a charter inductee in¡o the Augsburg "After r-nuch internal r,r'rangling rvith the United States Ol1'rlpic Committee, General Douglas \¡lacAr¡hur, r.l'ho serl'ec1 as the committees chairman, came out and termed the Auggies'not representative of Aurerican hocke),,' and r,etoecl them as theìr choice," u,rote local author Ross Bernsteìn in hls book, Froz¿n "i¡4enrtries: Celebraturg a Ccnttrrv of \4ínne sota Hoch.ey. "As a resull, rro U.S. terr'ìl \\'as sent to the Olyrnpics that year and a dalk cloucl loomed c'rver âmâteur hockey ln America. For the bo1,5 f.or.r-r Augsburg, the nei.r.s was devastatir-rg. The;'hacl been deprived of tl-reir greatest opportunity lot international far.ne, and the community A¡hletic Hall of Fame ìn I973, and Louis r.l'as selectecl in 1985. livo ;'s¿¡5 ago, Kahler's grandson, Jerrl' Regan, donatecl Kahler's U.S. Hockey Hall of Farne p¡,lon, rvhich u'as removecl u'hen the Hall of Fame lvas renovated, to Augsburg, r.l'here it was placed on display in the Ar-rgsburg lce Arena maln rink. Sfoner is spor.fs -Don infor nntion coordinator ,4ucs¡unc ruow t5 a o Hoversten Chapel dresses up tn s. s' 'öT'fllNe9 GL'"flöö' by Betsey Norgard n October, Augsburg participaied in the month-long visrL [o Minnesota ol Lwo brolhers from the Taizé community in pv¿nçs-¿¡ international, ecumenical community that invites young people from around the world [o share in experiences oI living together and serving in community. The two brothers fromTaizê visited a dozen colleges and churches in Minnesota, leading worship and workshops. To prepare for this visit, Pastor Dave Wold and two Augsburg sophomores, Carolina Chiesa and Maja Lisa FritzHuspen spent a week in August at the Taizé community. Students from other Minnesota colleges had also visited Taizé. The Tatzê experience is one of simplicity and meditation. Each week of the summer, some 3,000-6,000 young people visit Taizé for a week of daily prayers (three times a day), discussion sessions, and communal activitlesserving food, cleanlng, and daily tasks. The power ol the Taizê experience is in worship-"a meditative common prayer I I with, as its high point, singing that never ends and that continues in the silence of one's heart when one is alone again," as the Web site describes it. Worship consists only of singing, scripture readings, and the Lord's Prayer. During daily prayers, the church is filled with young people sitting on the floor, holding candles, and singing the plaintive songs of worship. The rosy light that filters through stained glass windows, and the illumination of the candles lend a soothing, calming, and healing presence, worshipers attest. It is rhis atmosphere the Augsburg to complete. The painted "windows" were mounted in the center of lightweight frames, with pink and orange fabrics on either side, constructed byJim Usselman. worship-"a med¡tat¡ve common prayer with, as its high point, singing that never ends and that continues ¡n the silence of one's heart when one is alone again." students sought to replicate for Augsburg's Taizé visit. "The difficulty was the sun coming in, it was too bright," expiained Chiesa, thinking of worship planned for a o s. q transparencies. With an overhead projector For Augsburg's visit from the Taizé Community in France, "stained glass" windows resembling those of the Taizé church were painted by campus ministry students. (L to R) Carolina Chiesa, Mary Jo Zamorâ, Maja Lisa FritzHuspen, Gurayn Sylte, and Naomi Sveom. Not pictured are Nate Grant and staff member Val Usselman' ,4UCSBURC n¡OW Taizé. The power of the Taizé experience is in Hoversten Chapel. So, they came up with a way to replicate the special light in the Taizé church. They returned home with postcards of the stained glass windows and scanned them on computer. The scans \Mere then copied to 16 Sophomore Mary Jo Zamora explains the details of her 1S-hour project to re-create the St. Francis stained glass window from displaying the images onto paper taped to a door, the students traced the lines of the stained glass and then painted them after the postcard images-some taking as many as 15 hours When fitted i.nto the arched windows of Hoversten Chapel, indeed a rosy, warm, dim light transformed the space. The students were dellghted with the results. "It was cool to see the outcome," said sophomore MaryJo Zamora, "and then realize that you couldn't have done it alone." "Like beautiful icons, the work seems done through God, instead of just our own hands," Cheisa added. Visitors to Augsburg's worship who had been atTaizê were also visibly moved. "It took me back to Taizê',I felt as if I were there," one of the participants said. The student project has made an impact. The idea of creatlng a stained glass look without the real thing was noticed by a number of people who would like to try something similar in their own churches. For these students, however, the essence oL Taizé came to Augsburg through its art and song-"Ubi Caritas, where charity and love are, there is God also." I Winter 2001-02 t' I l i tt From the Alumni Board president's desk I like this iob. I b.i,',g president of the Alumni Board. It gives me an excuse to walk up to Auggieswhether friends or strangersand ask what memories they have of this place. Usually I don't even have to ask, since their memories quickly spill out. I went to a seminar for alumni of the Master of Arts in Leadership program. My former colleagues were reminiscing about nights when class would end but they would continue their discussion, not wanting the challenging verbal and mental exercises to end. The evening Maya Angelou spoke in a packed Melby Hall, I was walking through Foss Center with an alumna who paused to point out her picture on the wall near the Green Room. Her memories of Augsburg's theatre productions glimmered in her smile. I drove to Rochester one Sunday to hear Augsburg's Gospel Praise perform at Bethel Lutheran Church. I asked one of our gifted musicians what he liked best about Augsburg. Without hesitarion, he mentioned the names of faculty members. He told me they care, they like ro teach, and they do it well. I listened to Neal Thorpe'60 when he received a Distlnguished Alumnus Award ar Homecoming in October. He remembered Peter (PA.) Strommen 'I3, the first of more than 30 Strommen famiþ members to attend Augsburg. Thorpe shared how his life and career were influenced by Strommen's dedication to Augsburg. My own memories of student teaching flooded back to me as I congratulated Marie McNeff at Homecoming for receiving a Spirit of Augsburg Award. She was my student teaching adviser-and I needed all the advising she could give. r¡¡ The Augsburg experience has left us with powerful memories that can seem as real today as when we first lived them. However, let's not forget that our alma mater is still creating memorable experiencer-and notjust for current students. There are opportunities for alumni to build new memories through Augsburgb music, theatre, exhibits, sports, and seminars. See the calendar on the back page or look at our Web site. When you're in the Twin Cities, attend an event. Ifyou now live far from here, help us bring Augsburg to you through a regional alumni gathering. I like my old Auggre merriories, but the new ones I'm creating today at Augsburg are pretty good, too. Please join me. eru+ Jackie (Ituiefel) Lind'69,'94 MAL President, Alumni Board Three alumni honored for outstanding professional contributions Augsburg alumni were recentþ honored for their extraordinary fhree I professional contributions. MichaelW. Walgren'64 t received a Philanthropy Day Award ìn November from the Minnesota Chapter of the Association of Fundraising Professionals (AFP). Honored for outstanding professional fundraising, Walgren's 37-year career spans public service as a fundraiser and administrator in a variety of community organ2ations, he is currentþ at Children's Hospitals and Clinics Foundation. He was also a staff member at Augsburg for 16 years, serving in various roles, including both director of the annual fund and director of public relations. Winter 2OO1-O2 byLynnMena Walgren's nomination was supported by several professional fundraisers and AFP members attesting to his generous gifts of time, talent, and treasures, as well as to the funds he has raised to benefit his current and past employers in pursuit of building a better community The Rev. Roger Gordon'61 received a 2001 Tempe Human Relations Commission Diversity Award from the City of Tèmpe (Ariz.). Since founding Tèmpe's King of Glory Lutheran Church in 1969, Gordon has preached and modeled a life of acceptance, honoring diversity, embracing inclusiveness, and respecting all people. Because ofhis conscious awareness of community issues, Gordon has led King of Glory's involvement in many outreach prqects that aid diverse populations, including Habitat for Humanity, La Mesira Famiþ Shelter, andPaz de Cristo Homeless Shelter. The Rev. James S. Hamre '53 of Forest City, Iowa, received a Concordia Historical lnstitute Award of Commendation for his piece, "George Sverdrup's Expression of a Lutheran Restoration in America," which appeared in the spring 2000 issue of Lutheran Quarterþ. A professor emeritus at Waldorf College, Hamre's piece was selected on the basis of specific criteria. Of the great number of nominations, only 12 were chosen for awards. The committee grants awards to congregations, agencies, boards, or individuals for a historical publication, unique contributions to Lutheran literature, or for personal service in the field of Lutheran archival and historical work and support. .,,lucsnunc ruow fl Augsburg on Parade o a H F Joe Young, director of Augsburg's Pan-Afrikan Student Services (far right), brought together students and alumni for the first Pan-Afrikan alumni-student basketball game. o Ê s. (J a s Jane Vogler'95 (L) and Ari McKee'92 (both recent fec¡p¡ents of The Loft creative Nonfiction Mentorship Award) attended the English alumni luncheon and reading. Junior Jamie Smith, Auggie wide receive¡; helped lead Augsburg to a 50-14 victory over Macalaster College. Augsburg alumni gathered with their instruments for the Concert Band and Jazz Band reunion and alumni concert. ss *J s .J two Auggie fans enjoyed the Homecoming football game against These The Augsburg Spirit Squad pumped up the crowd at the annual pre-game picnic. 18 4UCSSURC f{OW Macalaster. Winter 2001-02 (J 6 E -l Mike Savold '72, son of Mayo Savold, was invited as guest conductor for the Augsburg Concert Band and alumni concert, which paid tribute to Mayo, director of the Augsburg College Band Four alumni were honored with the Distinguished Alumni Award, which was presented by President William V. Frame. Pictured, L to R: George 5. Dahlman '72, Kathleen D. Lake'76, President Frame, Neal O. Thorpe'60, and Burton R. Fosse'44. from 1952-1973. a o o a s. q-r ! q Vt s' The business administration faculty greeted alumni at the business department reunion. s' Alumni enjoyed the misty autumn scenery at the¡r own pace during the first Homecoming 5K Mississippi run/walk along the r¡ver. (J (J B s ss .t \s J _l U r Students showed their Auggie spirit at the Homecoming game. Bill Halverson '51 signed copies of his book, Edvard Grieg: Diaries, Articles, and Speeches, in the Alumni Gallery; he generously donated the proceeds of 100 copies to Augsburg. He Students celebrated the Auggies'victory over Macalaster. and his wife, Marolyn (Sortland)'51, received a Spirit of Augsburg Award at the Homecoming Dinner, Winter 2001-02 ,4ucs¡uRc ¡rlow 19 Homecoming and Family Week 200f Augsburg on Parade t E m Recipients of Augsburg's new Distinguished Service Award to R) RoW 1 (children): Max Strommen family Strommen, Lauren Smith, Eric Smith, Jeffrey Smith, Peter Strommen. ROW 2: Dean Olson, Nancy (Strommen) Stensvaag. Gladys (Boxrud) Strommen, Helen Strommen, Luther O. Strommen, Timothy R. Strommen, Judy (Knudson) Strommen, Merton Strommen. ROW 3: Marsha Olson, Chynne Strommen, Becky Stensvaag, Lisa Smith. Mary Ellen (Strommen) Liebers, Heidi Strommen, lrene (Huglen) Strommen. ROW 4: Steve Strommen, Bob Strommen, Andrea (Johnson) Strommen, Paul Strommen. Dave Smith, Peter Strommen, James Strommen, John Strommen. ROW 5: Hans Strommen, Jude Leimer, Bjorn Strommen, Kate Liebers, Erik Strommen, Annelise lrene Strommen, Dawn (Hofstad) Strommen. ffi æ ro q[ (L l HE ffi ffi Fg GT trE ru ß ¿) ffi ru @ zo ,4ucs¡unc ruow ä H nH TI U æ E E il g Efl Fri q ffi ñ H H wE ffi H E d flfl Ê tl E E Golden Anniversary Class of 1951 (L to R) ROW 'l (seated): Doris Frojen Bretheim, Gloria Johnson Johnson, James E. Christopherson, Herbert C, Svendsen, Elly Ewert Hutchinson. Marolyn Sortland Halverson, Bill Halverson, John Eliason. ROW 2: Quentin Johnson, Kathryn Thorsgard Erickson, Ellen Stenberg Erickson, Marvel Moe Anderson, Dolores Flaa Bjerga, Joan Baxter Larson, Dorothy Swanson Ryan, Alice Berg Wilcox, Audrey Nagel Sander, Calvin Storley, Shirley Larson Goplerud. ROW 3: Leola Ekblad Johnson, Dan Pearson, Lillian Ysteboe Ose, Jerry Peterson, Glen Hendrickson, A. Richard Petersen, James Bergeland, Trygve F. Dahle. ROW 4: Harland Nelson, Herbert C. Hanson, Dick Myhre, John Garland, Jennings Thompson, Hubert Carl Hanson, Kerman Benson, Arden Ramlo. Winter 2001-02 À of 1961 (L to R) ROW 1 (seated): Glenna Shogren Briant, Curt Haney, Pat Swanson Kreuziger, Lloyd Bakke, Marilyn Saure Breckenridge, Marie Gjerde Schlink, Winnie Nordlund Anderson, Bruce M. Westphal, ROW 2: Jim Holden, Phyllis Acker, Verna Stokke Tweiten, Judy Fosse Snider, Carol Oversvee Johnson, Leola Dyrud Furman, Pat Nordlund Toussaint. ROW 3: Rolf Peterson, Keith Leiseth, George Larson, Larry Gallagher, Ted Botten, Arlan Johnson, Dennis Kalpin. class G@ class of 1976 (L to R) ROW 1 (seated): Randy Casper, Sheryl Lium Wilhelm, Sharon Follingstad, Joyce Larson Brown, Deb Thomson Grant, Jane Litzau Stritesky, Janet Nelson Anderson, Steve Olson. ROW 2: Minda Grist Squadroni, Peggy Pepper Casper, Diane Forsberg Anderson, Belvin Doebbert, Janice Sedgwick Larson, Wendy Hoversten Larson, Susan Donart, ROW 3: Warren Hawkins, Gary J. Andersen, Joel Squadroni, Steve Reinarz, Debbie Harshman Forsythe, Doug Nelson. ROW 4: Tim Peterson, Timm "Titus" Peterson, Randy Lundell, Dean Myers, Ken Larsen, David Halaas. of 1991 (Lto R) ROW 1 (seated): Phillip Smith, Greg Schnagel, Mark Brodin, Tomm Hanson, David L. Johnson, Agbeko Agbenyiga. ROW 2: Margaret Buczynski, Tasha Topka Kallal, Kristin Dragseth Wiersma, Kristen Hirsch, Carla Asleson, Darbi Worley, Cathy Springhorn. Class W photo of your reunion class, contact the Alumni/Parent Relations office at 612-330-1178 or 1-800-260-6590. To order a 5x7 Cost is $7.SO/photo. Winter 2001-02 ,4ucs¡unc ruow 21 1 m Saving the real "Private Ryan" 939 The Rev. Palmer Wold and Ruth (Gudim)'41, Mankato, Minn., recentiy celebrated their óOth wedding anniversary They have five children, 10 grandchildren, and 1999, Chester Brooks'42 attencled a paratrooper reunion in Green Bay, Wis., where he learned he had parricipated in a World War lI n-rissron that 1ed to the recovery of soldrer Fritz Niland-the real "Private Ryan" from the film SavingPrivate Ryan. Wolds retired to Mankato after 51 years of active ministry in the Lu¡heran Church, and spend their winters in Mesa, Ariz. Philip Horne, Palo Aho, Calif., and his wife, Eveiyn, returned to Minnesota this past summer to visit his sister, Thea (Horne) 1945 B. R. Quanbeck and Helen N. London. 1954 "l volunteered Lloyd E. Peterson, Pewaukee, Wis., retired in 19BB after 3I years Lorraine (Osberg) Stickney, becanse it was something different," Brooks and Jean 22 Lutheran Church. 4UCS¡URC ruOW ñ Chester Brooks'42, pictured here with his bride, Ebba (Johnson) '42, participated in a WWll mission that Ied to the of the real "Private says. "I thor-rght if I was going to be in the Army, While waiting to return to England rn July, a declaration to avoìd the wipeout of an entire family during war was made. Sergeant Nlland, one of four children, was approached by Chaplain Sampson and inlormed that two of his brothers had been killed and the third taken prisoner. Niland would be returning home. Niland insisted that he wanted to stay, that hls family was with the paratroopers. As Brooks describes it, ln the paratroopers, you depend strongly on one another. a L) (Amland)'65, Willmar, Minn., aL Calvary tr'¡ grounds, Brooks' men discovered that other American troops, the 506th regiment, were nearby This regrment, which included Sergeant Fritz Niland, returned to the farm with Brool<s and his men. For several days, listening to BBC Broadcast radio, the men soon learned that o o Carentan had been taken over by ally troops. It was then that they sr knew it was safe to cross back to their unit. à 1964 is the director of Christian education 8T: Hlding his troops in the hedge of a church graveyard, Brooks sneakecl into a nearby town to determine their location. A priest at a local church instructecl Brooks to take his troops north where the Germans had flooded the fields. Hlding out until dark, Brooks and his troops crossed the open fields and were soon met by the captain of the French underground, who then took the men to hrs farm. During a patrol of the Standish, Maine, er¡oyed spending time with family when they led a group of 20 relatives to Norway inJune. Andrew is director of social work at Willmar Regional Tieatment Center and Jean ru Brooks, responsible for training new paratroopers, was assigned with his 50lst regiment to parachute into Normandy the night before the ìnfamous invasion. Because their jump occurred in the mlddle of the night, their intended target, just north of the Douve River in France, became obsolete, when the brigade landed 25 miles south of the Douve. Not aware of therr physìcal location, Brooks recalls leading his 14 men south on the river-the opposite direction of their unit headquarters located in Carentan, France. 958 Andrew M. Berg I I wanted to clo something new." of teaching and coaching at Custer High School in Milwaukee. Southem Maine Excellence in TeachingAward, and in 1999 she was named teacher of the year by the southern Maine Sam's Wholesale CIub. L U A history major from Augsburg, Brooks deferred the clraft inJanuary lttï:tt of 1942 to finish his degree . After graduating in June of that same year, he enhsted in the Army and completed 13 weel<s of training in Camp Wheeler, Ga. He volunteered to become a paratrooper and jolned the 501st Parachute Regiment of the lOlst Arrborne Division, which required an addltional month of training. (Nichols) '44 recently moved to Monticello, Minn., from New years as a high schobl librarian and occasional English teacher. In 1989 she was presented the University of e' After the reunlon, Blooks began researching \ÀNIL Hls research culminated in a book, The Last'Good' War. Althor-rgh not pr-rblished, his book tncludes his personal experiences during the war, and was written primarlly for his family Carpenter'39. retired in June 1999 afrer 4I S. NÌlancl's dar.rghter, who had traveled to the rellnion from Anchorage, Alaska, talked to the paratroopers about her father's experience. The youngest of lour brothers from New York, trvo of Niland's brothers were ki1led on D-Day, r.vhile another went n-rissing rn action in Burma and rvas presumed dead, althor-rgh he actually survived. As dictated by a last-sr"rrviving sibllng 1aw, both the fictional Ryan and the real Niland were ordered rescued and taken out of the combat zone. 1940 æ bycheriechrist ln seven great-grandchildren. The 1 ¡¡ o (t Chester '42 and Ebba (Johnson) '42 Brooks recently celebrated their 55th wedding anniversary, Brooks, an Augsburg Distingulshed Alun.rnus, retired in l9B3 after 33 years with the National Park Service. He and his wife, Ebba Çohnson) '42, recently celebrated their 55th wedding enniversary. They live ln Duluth, Wis., and have four children (two of whom attended Augsburg), 12 grandchildren, and one great-grandchild. -Cherie Chríst is a communiccttion specialist in the public rtlations olfice W¡nter 2001-O2 ,-t 1 956 1 983 Sandra (Edstrom) Hamberg, Dave Meslow, Carlsbad, N.Mex., was selected as officiated the Arena Football League Championship semi-finaÌ game played on nationâl TV; he also officiates Division I coilege football in the Atlantic Coast the new administrator for St. Edwards School in Carlsbad. 1 968 Diane Tiedeman, Richfield, Minn., recently completed her 33rd year of teaching for Bloomington Public Schoois. 1970 Dave Mikelson recently moved his home and office to GaÌena, Ill., where he is an associate with Burger, Carroll and Associates (a management and information technology consulting services firm). He will be concentrating on human services and WIC consulting. 1974 Ward C. Schendel, TaÌlahassee, Fla., Conference. ln addition, he is a senior govemment sales representative for 3M, where he was previously a college reìations recruiter and helped develop the cooperative education program. Douglas Nakari, Finland, Minn., is business mânager at Wolf Ridge Environmental Learning Center; his wife, the Jean Taylor, Eagan, Minn., was 1984 named president of Täylor Corporation in October; she was previously the company's executive vice president. She is also a member of Augsburg's Board of Regents, where she serves as chair o[ the Marketing Committee. Beth A. Zeilinger, Lino Lakes, Minn., was invited to share her personal refìections on how her faith has provided a foundation for her life and her life's work in the October issue of Lutheran 'Woman Today. She is vice president of operations at the Upcoming reg¡onal alumni gatherings son, Christopher. Êq L Green ValleyÆucson, Arizona . March 14,2002 At the home of Herb '54 and Corrine Chilstrom Cit¡ Arizona. March L5,2002 11 a.m.-2 p.m. at the home of Borgie Rhol1 Gabrielson'47 Chicago, Illinois . March 16,2002 follow. Naples, Florida . March alumni 24,2002 NT!]IIIIIMTZ Discover Norwegian Treasures and Heritage The Augsburg Coliege Alumni Association Awards and Recognition Committee seeks your assistance in identifying members of the Augsburg community to be considered lor recognirron for the following awards: Join President and Mrs. William V Frame and Minn., was named executive director o[ Schools for Equity in Education (SEE) in August. For Professor Frankie Shackelford Jnne L3-24,2002. Ca1l the First Decade Award the past 1I years, Lundell has provided policy development and Iobbpng servìces for a variety of education-related organ izations, alumni office at 612-330ì ì78 or .t-800-2ó0-o590 for more information. Spirit of Augsburg Award 1979 Sharon Lak¡n Upton, Raleigh, N.C., is the new director of development research at North Ca¡oÌina State University Winter 2001-O2 will be a dinner CaII 1-800-260-6590 Jor more details on these events. 1975 SEE. Augsburg âlums gathered at the Oyster Bar in New York city in september' The Augsburg Concert Band will perform at Emmanuel Lutheran Church at 7 p.m. There for band members, alumni, and friends prior to the concert. Brad Lundell, Minnetonka, including 9\ Gospel Praise, Augsburg's jazz and gospel ensemble, will perform during the 10:45 a.m. worship servlce at Vrnje Lutheran Church followed by a luncheon for Augsburg alumni and friends. The Augsburg Orchestra wlll perform, lollowed by a reception for and friends. More details on locatlon will Iicensed attorney, Schendel also holds the CPCU designation. He and his wife, Catherine, have one o 3 o Willmar, Minnesota . February 24,2002 formation of The Integrity Têam, a Federation, the Institute for Global Ethics, and hosts the radio program Commentary Friday. A 985 1 Zion Lutheran Church. Sun active ìn the International Coach Rev. Lynda Hadley, serves as pastor of Roseville, Minn., recently announced the professional coaching and business ethics consulting practice. He is National lnstitute on Media and the Family in Minneapolis. on a journey through Norway Upcoming Norway Tour Information Meeting February ì0, 2002, 2 p.m Marshall Room Christensen Center RSVP required; please call one oJ the numbers listed above . Distinguished Alumni Award To rnake a nomination online or to view the description/criteria for each award, go to <www.augsbr"rrg.edu/a1umni,/nomform>. To recieve a nomlna[ion packet, contact: Office of AlumniÆarent Relations Phone: 612-330-1 t78 or I-800-260-6590 E-mail: alumni@ar-rgsburg. edr-r The deadline for nominations for 2002 is March 15,2002 4ucs¡unc n¡ow 23 Class Notes m Geoffrey Carlson Gage: Creating his own path by Lynn Mena Two years ago, Geoffrey Carlson Gage '89 fulfilled a llfelong dream and started his own advertising agency, Geoffrey Carlson Gage LLC. Located on the edge of Lake Minnetonka in Excelsior, Mìnn., GCG is a cozy and whimsical suite of offices, housing Gage and three other employees. linn as a "traditronal advertising agency with an In[ernet twist." He prides his agency wrth offering uniquely personable, strategically creative, print and electronlc sen.rce combrnation. "Itb our goal to become as seamless and integrated with our client as possible, in essence becoming their brand advertising department or a complementary extension of their existing internal department," Gage says. Gage describes his a Geoffrey Carlson Gage '89 Prior to starting CGC, Gage was corporate communications manager at his father's company, Gage Marketing Group. Before rhat he was a copyr,vriter for Campbell Mrthun Esty. Growing up, Gage lvas blessed with strong mentors, inclr,rding his grandfather, Carlson Companies founder Curt Carlson, and his mom and dad, Barbara and Edwin "Skip" Gage. As a student at Augsburg in the 1980s, Gage's entrepreneurial spirit was clearly evrdent He sold, developed, and created advertising for the student-run newspaper, the Augsburg Echo, and also developed a campaign to increase attendance at Augsburg hockey games. In addition, he landed an internship durÌng his junlor year at a small Minneapolis agency ca11ed Grant and Palombo Advertising, which secured his love for advertising. Today, Gage continues to stay actively involved with the College, generously donating both his time and resources. He most recently sewed on the Augsburg N ow Alumni Advisory Committee. Gage fulfilled another lifelong dream when, along with his father and his brothers Rick and Scott, jolned the ownership pool of the Minnesota Wild hockey team. "lt has been really fulfilllng to be part of bringing NHL hockey back to Minnesota where I'm completely convinced it belongs," Gage says. Gage and his wife, Kelly, a successful art historian and co-owner of CGC, have a son and a daughter-6-year-o1d twrns. He credits fatherhood with adding perspective to his life . "As adults, 1 think we frequently overcomplicate things ... seeing the world through the eyes of our kids rea11y helps me clearly focus on the essence of life." For Gage and his family this "essence of life" is a motivating factor for their extenslve involvement with the community, including their church, St. Therese of Deephaven, and numerous charities. he'11 be able to look back and feel that he made a difference in people's lives "The most satisfylng aspect of what I'm dolng is spending the hours God has blessed me with each day dolng something that I love and am glfied at," Gage says. "If I can look back at our buslness and know it made a positive difference in my 1ife, the lives o[ our employees, and the lives of our clients, then the time and effort it took startlng and building this business will have been worth rt." Ultimatel¡ Gage hopes To contact Geofftey Gage, 1 or to learn more abouthis comp(uly, go online to <www.gcgage .com>. 988 Mark Cummings, Belle Mead, NJ., is vice president of sales for NaviSys, an insurance software compâny He previously held several positions at Prudential. Michael F. Larson, Bosron, accepted a position as a clinical instructor in the child and adolescent psychiatry department at Haward Medical School. He also serves as an attending psychiatrist at Somerville Hospital and has been elected to a three-year term on the Board of Directo¡s of the New England Council on Child and Adolescent Psychiatry He has pubÌished several book chapters, which appear in a comprehensive series of online medical texts at <eMedicine.com>. a ,4ucsnunc n¡ow 1 990 1991 f 993 Karen J. Reed, Patricia (Noren) Enderson, Elk Dana Ryding, Coon Rapids, Atascadero, Calif., was a presenter at. the River, Minn., accepted a position as marketing coordinator Minn., married Jeff Martin in June. She and her husband teach in the Mounds View Schooi National America Music Therapy conference in October (held in Pasadena). A music therapist at Atascadero State Hospital, she spoke on the use of gospel music with the forensic psychiatric population. Velda Stohr, White Bear Township, Minn., received a Master of Arts in Human Resource Development with a certÍfÍcate in instructional design from the University of St.Thomas. for Dealers Group, Inc., in Brooklyn Park. She is also working toward master's degree in business communication at the University of St. Thomas. a 1992 Matthew L. Maunu, St. Cloud, Minn., received his doctorate in medicine from the University of Minnesota School of Medicine, and completed a five-year surgical residency at the University of South Alabama College of Medìcine in Mobile. He is a general surgeon with CentraCare Clinic in St. Cloud. District at Bel Air Elementary. 1994 Amber (Meier) Tarnowski reports that'Augsburg prepared me weli" for postgraduate studies at Queen's University in Canada. She is in her first year in the art conservation master's program, speciaÌizing in archaeological artifacts. Sara Trumm, Minneapolis, recently became program coordinator for Luther Seminaryb Global Mission Institute. Winter 2001-02 M Meet the Augsburg Class of 2002 and recent grads at the second annual Augsburg Alumni Job Fair Tuesda¡ March 12, 2002 5-8 p.m. Christensen Center Lobby Täke advantage of this opportunity to match the talents and experience of Augsburg graduates with the needs of your compan)¿ Call Alumni Relations at 612-330-117 B to reserve your table space. f995 Dawn C. Van Tassel, Richfield, Minn., recently became an associate at the law firm Maslon Edelman Borman 6¡ Brand, LLP She is a member of the firm's litigation team, specializing in complex commercial disputes and business to¡ts. 1 Laura (Paul), Minneapolis, married Andrew Newton in September 1999; she is an urban tribal representative and Indian child welfare social worker for the Mille l¿cs Band of Ojibwe. Jeanne Nicole Ramacher, September 2000. 1997 Laura Schreifels, Minneapolis, is an athletic t"rainer [or Visitation High School, she also works at United Hospital. 998 Ânn (Rohrig) Bainter, Stow, Ohio, accepted a position as rhe foster home developer for the Bair Foundation, a Christian therapeutic loster care agency She and her husband celebrated their second wedding anniversary in August. Heather (Larsen), Brooklyn Park, Minn., married Wayne Johnson in November 2000. August "Auggie" Negele, Goose Creek, SC, married Lisa (Daniels) '99 in August 2000. He is an officer in the Navy and is finishing training ro become a nuclear engineer on a submarine. Winter 2001-02 grandmother Gwen (Johnson) George Ho '91 and his wife, Krapf '58. Beryl, Greenbelt, Sue (Moenck) '90 and Jerry Troutman, Minnetonka, Minn.a daughter, Renee, in November 2000. She joins older sister Elsie. Joelle (Audette) '91 and Tom Hilfers, Colorado Springs, Victoria Sadek, W Colo.- Joshua Thomas, in August. He joins older brother Cameron, 2. Joelle and Tom own a son, Top Dog Daycare. Md.-a son, Gregory, inJuly Ho received his Ph.D. in space physics from the University of Maryland in l99B; he is a research scientist at Johns Hopkins University's Applied Physics Laboratory Rebecca (Leininger)'99 and Jason Walters, St. Michael, Minn.-a daughter, Madelyn Diane, in September. She joins older siste¡ Samantha, 2. Minneapolis, is a health educator at the University of St. Thomas. tItrltif.ilfTt Sr. Paul, is pursuing a graduate degree in teaching at St. Mary's in Winona. She married Craig Berre in October 2000 and work as an English teache¡ and department chair at Minnesota Business Academy 2000 Augsburg Athletics Alumni can now hear live coverage of Augsburg athletics from anywhere in the world through the lntemet! On game days, fans can go to Augsburgb athleûc Web site at <www.augsburg.edu/athletics> and click on the live audio link to find the link to the live spofiing event broadcast that day Future cybercasts will include numerous winter and spring sporting events. Carrie D. Nelson, Sr. Louis Park, Minn., is director of 996 Lynnel (Wakef ield), Eagan, Minn., married Ian Taylor in 1 He graduated from the Naval Nuclear Power Tiaining Command in April, and graduated f¡om the Naval Nuclear Prolotype Training Unit in November. therapeutic recreation at Bloomington Health Ca¡e and Rehabilitation (pictured above, Carrie Nelson'00 and her fiancé, Cory Bock'98). Chris Steffen, Andover, Minn., is pursuing a graduate degree at the University of Minnesota School of Public Health, and has spent the last year conducting neuroscience research at the University of Minnesota. TUESDAY. IANUARY 15 DIXIE'S CALHOUN, 2730W. L¿ke St., Minneapoiis, 612-9205000 Auggie Hour, 5-6:30 p.m. Faculty host: Tom Morgan, interim vice president for admissions and enrollment services. TUESDAY. FEBRUARY 12 VINE PARK BREWING CO.,242 West Seventh St., St. Paul, 651-228-1358 Auggie Hour, 5-ó:30 p.m. Auggie Conversations, 6:30 p.m., featuring Chris Kimball, dean of the College, and Kristin Anderson, associate professor of art. MARCH II 200r SHERLOCK'S HOME, 11000 Red Ci¡cle Dr., Minnetonka, Cassandra Herold, Fargo, 952-931-0203 N.Dak., was appointed to the Minnesota String and Orchestra Auggie Hour, 5-6:30 p.m. Teachers Association; she is an Auggie Conversations, 6:30 p.m., featuring Cass Dalglish, elementary orchestra teacher in the Willmar School District. associate professor of English. APRIL 23 AUGSBURG COLLEGE, Minneapolis Room Births/Adoptions Caroline (Krapf ) '87 and Brian Clifford, Hellertown, P¿.-¿ 5en, Curtis William, in March. He joins older brother HaydenJoseph and is welcomed by his Auggie Conversations, noon luncheon featuring John Cerrito, assistant professor of business administration/MIS. SATURDAY, MAY II AUGSBURG DAY AT COMO PARK, wrap up a grear year of fun and conversation; watch your mail for more information. 4ucssuRcirow 25 I Carl Chrislock, alumnus and professor emeritus, dies at 84 t Cälå".u,, 1937 Augsburg graduate and professor emeritus EE of history died in September after a courageous battle with cancer. Chrislock joined the history department in 1952, where he remained for 34 years. In addition to teaching and research, Chrislock served as department chair. In the 1960s, he played a key role in restructuring the history program, reducing its emphasis on European history in favor of the non-Western world and seeking to provide history students with a variety of seminar opportunities. ln addition to numerous scholarly articles, Chrislock's published materials include From Fjord to Freeway , a centennial history of Augsburg College, and The Progressíve Era in Minnesota, for which he received a Merit Award from the State and Local Association of American Historians. Chrislock is a two-tlme recipient o[ the Minnesota Historical Society's SolonJ. Buck Award for articles inMinnesotaHistory, and is a 1986 Distinguished Alumnus of Augsburg. He was also most of his life. He was president of the First National Bank of Cedar Falls (now Norwest/Wells Fargo) until his retirement in 1979. He was also founder, and president for two years, of the Midway Bank (now Union Planters Bank) in Cedar Falls. Messerer was inducted into the Augsburg Athletic Hall of Fame in 1975. As a student, he was a member of the College's football, basketball, and baseball teams. In 1937,he and two classmates founded a student-run athletic support group that later evolved into the Alumni A-Club, now one of the largest athletic alumni organizations in Minnesota. Both Messerer and his wife, Lucille, have been active supporters of the College, 26.4UCSSUnCNOW victim of the September 11 terrorist attacks, dies at 57 I named the Augsburg Distinguished Faculty Membe¡ of the Year by the 1971 graduating class, and was included on the University of Minnesota's 1994 roster of Alumni of Notable Achievement. In addition, he was chosen as one of the Outstanding Educators of America, selected for his exceptional service, achievements, and leadership in the field t. Col. Dean E. LMattson died September 11, a victim of the terrorist attack at the Pentagon in Washington, D.C. A 1966 graduate o[ of education. Chrislock was frequently consulted by the media for his expertise on issues relating to Minnesota history and politics. He was a member of the American Historical Association, the Augsburg, family members and friends describe Mattson as a devoted family man who never liked to boast about his position as an Army officer at the Organization of American Historians, the Minnesota Historical Society, and the NorwegianAmerican Historical Society. After his retirement in 1986, he was active as a teacher with Augsburg's College of the Third Age. Pentagon. Hoyt Messerer, alumnus and active supporter of the College, dies at 83 lJ on Messerer, Class of 1939, died in May I lin Cedar Falls, Iowa, where he had spent Dean Mattsotl, endowing scholarships for musicians and physical education students. In addition to support for his alma mater, Messerer also supported the University of Northem lowa's Athletic Club, which he helped originate in 1963. He was also instrumental in UNI's building of the UNI-Dome a quarter-century ago. Messerer was past president of the Cedar Falls Chamber of Commerce, a founder of the Industrial Development Association (now Cedar Falls Industrial ParÐ, and a charter and founding member of the Cedar Falls Country Club. He was also a well-known football and basketball official in northern lowa. In June, Augsburg posthumousþ honored Messerer at a ceremony that included the official The Rev. Mark E. lHall'77 officiated at a memorial service for Mattson Sept. 29 at Luck Lutheran Church in Luck, Wis. Major General Anders Aadland presented posthumous U.S. Army awards, including the Purple Heart. Senior Executive Services OfficerJoel Hudson spoke on behalf of the Pentagon staff. A military honor guard, legion gun salute, taps, and U.S. Army Ilag presentation followed the service. Mattson was born March 30, 1944, in Laketown Township, rural Luck. He graduated from Luck High School in 1962 and went on to study religion and education at Augsburg. After graduating in 1966, he was drafted into the Army and served in German¡ Japan, and Vietnam, but was sent back to the United States after becoming ill with malaria. After recuperating, he continued to work with the govemment, and served in the Pentagon for 15 years. At the end of December 2001, Mattson would have retired from the Army after serving his country for 35 years and achieving the rank of lieutenant colonel. Although most recently a resident of Alexandria, Va., Mattson kept in close contact with family members in his hometown. "He was dedicated to his family and regularly visited his home and relatives," said Rev Hall. dedication of the Hoyt Messerer Fitness Center in Melby Hall (see p. 2). Winter 2OO142 ,) Fritjof "Fritz" E. Christensen '28, Northfield, Minn., died in October; he was 94. He began his academic career teaching high school physics, and later taught at Augsburg, where he helped establish the physics deparrment. In 1953, he joined the St. Olaf College physics faculty, serving until his retiremenr in 1972. He also served as a physicist at Honeywell, the Veterans Administration Hospital, and served as director o[ the Center for Educational Apparatus in Physics ât the American Institute of Physics in New York. The Rev. C. Rodney Rosengren'44, Duiuth, Minn., died in October; he was 87. He most. recently served at. First Covenant Church in Virginia, Minn., where he retired in 1979. He also served parishes in Cokato, Minn., and Ripon, Calif. After retirement he served as an interim pastor in various congregations. Arnold H. Huus'48, Richfield, Minn., died in October; he was 80. A decorated World War II veteran, he .joined Gamble- Skogmo Company in 1928 as an accountant, and eventually ran the entire computer department. He also worked as an accountant and controller for Sweden-House, Country Kitchen, and Magnetic Data, where he became their first retiree. Carl K. Benson '51, Willmar, Minn., died inJune; he was 71. He was instrumental in developing the Anderson-Nelson Athletic Field in the I9B0s, serving as co-chairman on the development and [undraising committee. He was also active in the county and state Democratic Party and was named 1992 Grass Roots Volunteer of the Year Talvryn Tischer'59, Eau Claire, Wis., died in October; he was 64. He was a high school physical education teacher and coach for 30 years, retiring in 1993. He was an avid woodworker, gardener, and reader; he especÍalìy loved spending time with his family at Lake Superior. Donald D. Ronning'65, Stiìlwater, Minn., died in March 2000; he was 56. He retired from and photos! Street address Please tell us about the news in your 1ife, your new job, move, marriage, and births. Don't forget to send photos! City For news of a death, lvritten notice is reqr-rired, e.g. an obituary, funeral notice, or program from a memorial semce. Send your news items, photos, or change of address by mail to: ls this a new address? women, and at the time of her death, was working for the U.S. Labor Department to open its new Center for l-abor Exchange in Wells, Minn., died in August of cardiac failure; she was 54. An elementary and adaptive physical education teacher for the past 14 The Rev. Werner Kauuova, years, she was an advocate for creating opportunities for girls in sports. She had coached girls' tennis teams in Wells since 1978, and was a member of the Minnesota Tennis Coaches .{ssociation (past president) and the United States Tennis Association. She taught at Mahtomedi High School from 1969-78, where she started the girls' g¡rmnastics program. She was inducted into the Augsburg Athletic Hall of Fame in 1996. Linda Jean Taege '76 died in August after contracting malaria in Tanzania, where she had been Windhoek, Namibia (Africa), died in August. He was a program coordinator and adjunct professor for Augsburg's Center for Global Education. He also served as pastor of a Windhoek area church. Other deaths: Robert H. Olesky'50, ! Dallas, died in March; he was 75. Richard A. Northfelt'52, Crystal, Minn., died inJuly; he was 71. Myron T. Asplin '57, Dassel, Minn., died in October; he was 66 Robert Warner Zinn'61, Saratoga, Calif., died inJuly. Class year or last year attended zip State tr Yes es Salaam to improve the lives of Tanzanian Tartzania. No Posltion ls spouse also a graduate of Augsburg College? Spouse name five years. She worked cÌosely with the people of Dar Dallas (Ahrens) Hagen'69, E-mail Home telephone Employer ìiving and working in the capital city of Dar es Salaam for the past Maiden name Full name Send us your news his 33-year teaching career in 1998; his love for constmction developed into a log home constn¡ction business just prior to retirement. ! Okay to publish your e-mail address Work telephone n Yes n No lf yes, class Maiden name Your news: Augsburg Now Class Notes, Augsburg Co11ege, CB 146, 221I Riverside Ave., Minneapolis, MN, 55454, or e-marl lo <alumni@augsburg. edu>. Winter 2OO1-O? ,4ucsnunc ruow 27 o - I - o QUOTES from the QUAD all 2001 has been a busy time. Here's a sampling of what\ been F heard on carnpus. From the 200f Christensen Symposium: o a I From Carl Chrislock's memor¡al serv¡ce: "For many of us, I suspect, the reason why Carl's passing 1s -Stephen Batalden'67 "In the U.S., secularism is so strong, it has become a fundamentalism. Muslims are feellng a need to respond with religious fundamentallsm. Muslims are helping us understand that our secularism has gone -Prof. Yale University About the Scholastic Connections program ffi so deeply felt is that he helped to define for us a set of prÌorities rhar could order and integrate our public and private lives. "He did this fÌrst of all as a his¡orian. Carl's historical scholarship anticipated a new political or social history that took serlously hidden voices-the under classes or subaltern voices. Carl captured those hidden volces and gave voice to them well in advance of others. ... [He recognized] a set of values that took seriously the words of poor immigrant farmers, not just those who held and manipulated power and wealth. In doing so, Carl confirmed for us the meaning of our own past, and a set of priorities we couid bring to the public discourse." too far. "Religion is so important that we cannot give it to the government, but it is too important to be ignored by the state. The best political rulers are those who visit religious leaders; the worst religious leaders are those who vlsit political rulers." Lamin Sanneh, c'! From the luncheon honoring Edor Nelson "You taught me that principles and Christian ideals come before winning. You taught me that glving and helping others is the measure of a man. Today in a world of competitive athletics, the Christian role model is lacking at all levels, From the Homecoming Dinner and fr Distinguished Alumni remarks: [About Augsburg presÌdent Bernhard ... "He stirred within me the conviction that the mind was a matvelous gifi .. " lAbout Rev. Peter Andrew (PA.) Christensenì Strommenl ... "PA. preached with a passlon and taught confirmation with great knowledge I still savor to this alongside their white peers with help from a multicultural group of mentors. As graduates they'li go on to support and encourage even more diversity in their own professional and personal 1ives." Tribune editorial, -Star atones-Scho$:i: Oct. 12, "Augsburg 2A ,.4UCSBUnC ruOW day." Thorpe '60, paying tribute to two -Neal Augsburg leaders, whom he heard preach during his childhood "At Augsburg, my notion of family changed. I learned that not everybody was a farmer. I learned that not all members of my family were Swedish; not all Caucasian; not all from the United States-much less Minnesota; and, of all things, nor all0f -r:ä:l.i:*iT;ï;, "We have inherited your dream; we are trylng lo articulate it in our own language, and we hope that you will help us drive it forward. "Thanks for coming to remind us where we came from, which will help us be clear about where we're going." William V. Frame, -President but not here at Augsburg." "Through its latest scholarship program, Augsburg College is wisely increasìng opportunities for students and making a strong statement against racism. ... Students of color will be better positioned to learn , and he fed my heart wilh everlasting food that speaking to alumni -Dr. John Vetter'71, honoring Edor Nelson "I not only taught you some lessons, bul I learned many lessons myself. I'm very proud and honored to have my name on the football field, but as I look back I'11 remember that il was you, and not me, who made this honor possible." -Prof. emeritus and coach Edor Nelson'38 From the Women in Action speaker series: "We are each needed to be rainbows in the clouds. ... Yes, I can." Angelou, singer, actress, poet -Maya "Sex does not happen between the hips and the knees, bu¡ between the ears." Ruth (Westheimer), -Dr. sex therapist and counselor Winter 2001-02 ) ¡a o I o. o Music Theatre For more int'ormation on any of these eyents (unless otherwise noted), call 612-330-1265 For more inJormation on any of these events (unless othenuise noted), call 612-330-1257 Februarlr 3 January 24 Gospel Praise Concert Shepherd of the Lake Lutheran Church Prior Lake, Minn. Scenes from Music Theatre Class B p.m.-Sateren Auditorium February l-10 February 10 A Night Out and Night School Gospel Praise Concert 10:30 a.m.-Va11ey Community Presbyterian Church New Hope, Minn. by Harold Pinter, clirector, Martha Johnson February 16 Februarl' "Finnish Brass in America" Artistic Concepts: A Night Out and Night School I I :50 a.m.-l :20 p.m.-!ornhom-Nelson Ameriikan Poijat Brass Septet Concert 7:30 p.m.-Sateren Auditorium February 24 Gospel Praise Concert B:30 6s 10:45 a.m.-Vinje Lutheran Church Willmar,'Minn. March I Gospel Praise Concert l:20 p.m.-Virginia High School Performances: Feb. l, 2,7,8,9 ar,7 p.m.', Feb. 3 and 10 at 2 p.m. !ornhom-Nelson Theater, Foss Center 5 Theater, Foss Center Martha Johnson, director; Steven Draheim, set/Lighting director; Sandra Schulte, costume designer Duluth, Minn. March 3 Reading of Princess and the Peacocks A play by ProfessorJulie Bolton 7 p.m.-Tjornhom-Nelson Theater, Foss Center For gallery information, call 612-330-1524. February l-March 7 "Art of the French Table" Students from Prof. Tara Christopherson's Ndarch lS Concerto Aria Concert 7 p.m.-Hoversten ChaPel N,larclr 2A*28 Augsburg Concert Band Florida Tour 6 1 2 -3 3 0 - 1 1 80 Martin Luther King, Jr., Convocation "Healing the Violence of Racism" Nontombi Naomi Tutu, Fisk University I p.m.-Convocation, Hoversten Chapel exhibit their work. Opening Reception: Feb. Augsburg Orchestra Chicago Tour inf ormatíon, call February 27 l0:30 a.m.-Holy Spirit Catholic Church Malch l4-18 Seminars, lectures, and Films F or "The Changing Face of Minnesota and the Twin Cities: The Contribution and l, 6-9 p.m. Virginia, Minn. Augsburg Choir Metro-Area Tour Closing Reception: April 18, 4-7 p.m. Art of the French Table Interim course will Alumni Gallery, Christensen Center 8-10 "A Retrospective Exhibition" by Prof. Norman Holen Norm Holen wlll show examples of each medium and subject that he has Janr-rary 21 Gospel Praise Concert N¡larclr March l5-April 18 Alumni Gallery, Christensen Center Exhibits Gospel Praise Concert 7:30 p.m.-First Lutheran Church "Artistic lnheritance: Students of Yoshida Toshi" This exhibit will present the works of seven students ofYoshÌda Toshi, a teacher of woodblock printmaking at Augsburg in 1970 and L974. Gage Family Gallery, Lindell Llbrary Opening Reception: March 15, 6-9 p.m. encountered over the years. February 28 Virginia, Minn. March 2 March l5-April 18 Itrebr uar"yt B- Consequences of Race/Ethnicity from the Census 2000" Augsburg Convocation Serles-Race : Dividing and Uniting N4arch 7 Dr. Tom Gillaspy, Minnesota state "New Works" by Barbara Lea "In my studio I have one window ... this serÌes of demographer paintings is about the light on the slll of this window." Opening Receptlon: February 8, 6-9 p.m. Gage Family Gallery, Lindell Library Theater Mu: Drumming, Ritual, and Cultural Quest l0 a.m.-Convocation, I Hoversten Chapel I a.m.-Panel discussron li¡lar:ch l9 Augsburg Convocation Series-Race: Dividrng and Uniting I I : l5-1 I :45 a.m.-Hoversten Chapel 1I:50 a.m.-Artlst Series Event COLLEGE 2.211 Riverside Avenue Minneapolis, MN 55454 Non-Profit Org. U.S. Poslage PAID Minneapolis, MN Permit No.2031 - -
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Title: Murphy Square 2002: Literary and Visual Arts Journal 2002
Collection: Literary Journals

Title: Augsburg College Undergraduate Catalog, 2002-2004
Collection: Course Catalogs
Search Result: 8 Augsburg College Catalo! 2002-2004 AUGSBUR C O L L E G E OFFICIAL PUBLICATION OF AUCSBURC COLLEGE 221 1 Riverside Avenue Minneapolis, M N 55454 (61 2) 330-1000 This catalog should answer most questions students have about Augsburg College and i t s curriculum. Although information was c...
Show more 8 Augsburg College Catalo! 2002-2004 AUGSBUR C O L L E G E OFFICIAL PUBLICATION OF AUCSBURC COLLEGE 221 1 Riverside Avenue Minneapolis, M N 55454 (61 2) 330-1000 This catalog should answer most questions students have about Augsburg College and i t s curriculum. Although information was current at the time of publication, it i s subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult Academic Advising, a faculty adviser, the dean of the college, or the registrar. Key offices are listed on page 8 for correspondence or telephone inquiries. Published May 2002 n ureeuriy from the President I hope you are looking at this catalog because you've enrolled at Augsburg College. If so, welcome! All of us hope you find, in the course of your study, a rising enthusiasm for the work, a clariifylng definition of the vocation to which you feel called, and a confident satisfaction that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you're dipping into this volume to find out about Augsburg College and the education it offers, welcome to these pages! May E they convey the fundamental character of our 6 mission: to provide an education especially serviceable in the contemporary world because it has been designed in the midst of and in full contact with the critical social, economic, religious, and political phenomena of the modern city. This education, however practical and professional, will be serviceable over the long haul only to the degree that it respects and pursues certain of what Martin Luther called "the fine liberal arts," and it will be exciting to the degree it is offered for the sake of improving both its students and the world itself. O -? - Y h h The study you are undertaking at Augsburcjor thinking of undertaking-will occur on a small campus in the core of a great city; it will be led by faculty preoccupiedwith your welfare and the emergence and refinement of your vocational plans. As you join the enterprise, or consider doing so, please know that those of us who await you here find the College an exciting setting, full of diversity and yet possessed of a community dedicated to higher learning and good living, in which you can set off in new directions and from which new destinations are reachable. Bon voyage! Sincerely yours, , William V. ~ r a h e President I1 " I .I Academic Calendar - 4 7 ] Directory - 8 I. ' Introducing Augsburg - 9 ,L: I' I 1 I I / . . - Undergraduate Admissions 19 Day Program - 20 Weekend College - 21 Financing Your Education - 25 Student Life - 41 I Academic Information - 53 lepartments and Programs - 89 Includes majors, minors, and course descriptions I College Information - 279 Board of Regents - 280 ELCA, Education Division - 281 Faculty and Administration- 282 Faculty Emeriti - 298 Maps - 301, 302 I Index - 304 For dates referring to academic registration deadlines, please reference the ACTC newspaper. Fall Term 2002 Summer....................................... F a n registration Sept. 1-3ISun.-Tues. .................... New student orientation Sept. 4lWed. ................................Upper-class validation Sept. 4lWed. ................................ Classes begin Oct. 25/Fri. ............................... Mid-term break (one day only) Nov. 18-Dec. 6lMon.-Fri. ............Spring term registration Nov. 28Rhurs. ............................Thanksgiving recess begins Dec. 2Mon. ................................Classes resume Dec. 13/Fri. ..................................Classes end Dec. 16-19lMon.-Thurs. ..............Final exams Spring Term 2003 Jan. 13lMon. ................................Classes begin Jan. 2OlMon. ................................ Martin Luther King Day-no classes Mar. 3/Mon. .............................. Mid-term break begins Mar. 10lMon. ...............................Classes resume Apr. 18/Fri. ..................................Easter break Apr. 2 1lMon.................................Classes resume Apr. 7-18lMon.-Fri. .....................Early registration for fall Apr. 25/Fri. ..................................Classes end Apr. 28-May 1lMon.-Thurs. .......Final exams May 41Sun. ...................................BaccalaureatdCommencement Tentative--consult the 2003-2004 ACTC class schedule or Augsburg Registrat's Office for changes and for academic registration deadlines Fall Term 2003 Summer........................................F a registration Aug. 31-Sept. USun.-Tues. .........New student orientation Sept. 31Wed. ................................. Upper-class validation Sept. 3Mred. ................................. Classes begin Oct. 24/Fri. .................................Mid-term break (one day only) Nov. 17-Dec. 5/Mon.-Fri. ............Spring term registration Nov. 271Thurs. .............................Thanksgiving recess begins Dec. l/Mon. .................................Classes resume Dec. 1UFri. .................................. Classes end Dec. 15-18Mon.-Thurs. ..............Final exams Spring Term 2004 Jan. 1UMon. ................................Classes begin Jan. 19Mon. .............................. Martin Luther King Day-no classes Mar. l/Mon. .................................M i d - t e a r break begins Mar. 8/Mon. .................................Classes resume Early registration for fall Apr. 5-16/Mon.-Fri. ..................... Apr. 23/Fri. ..................................Classes end Apr. 26-29Mon.-Thurs. ............. Final exams May 2/Sun. ................................... BaccalaureatdCommencement Fall Term 2002 June 10 ........................................Registration begins* Aug. 9 .......................................... Remote registration ends (must register in person after this date) ...... Last day to add class, last day to drop a class without Sept. 13 ............................. notation on record Last day to change grade option or withdraw from class Oct. 21 ........................................ Class weekends: Sept. 6-8, Sept. 20-22, Oct. 4-6, Oct 18-20, Nov. 1-3, Nov. 15-17, Nov. 22-24, Dec. 6-8 Winter Term 2003 Nov. 4 .......................................... Registration begins* Nov. 29 ........................................Remote registration ends (must register in person after this date) Last day to add class, last day to drop a class without Jan. 17 ....................................... notation on record Last day to change grade option or withdraw from class Feb. 17 ...................................... Class weekends: Jan. 10-12,Jan. 24-26, Jan. 31-Feb. 2, Feb. 14-16, Feb. 21-23, Mar. 7-9, Mar. 21-23, Apr. 4-6 Spring Term 2003 Feb. 17 ........................................ Registration begins* Mar. 14 ..................................... .Jemote registration ends (must register in person after this date) Apr. 18 ........................................Last day to add class, last day to drop a class without notation on record May 18 ........................................Last day to change grade option or withdraw from class Class weekends: Apr. 11-13, Apr. 25-27, May 9-11, May 16-18, May 30-June 1, June 13-15,June 27-29 *Questions related to course selection or degree completion should be reviewed with your faculty adviser a week or two prior to registration. Tentative--consult the 2003-2004 Weekend College class schedule or Weekend College program office for changes Fall Term 2003 Class weekends: Sept. 5-7, Sept. 19-21, Oct. 3-5, Oct. 17-19, Oct. 31-Nov. 2, Nov. 14-16, Nov. 21-23, Dec. 5-7 Winter Term 2004 Class weekends: Jan. 9-11, Jan. 23-25, Feb. 6-8, Feb. 13-15, Feb. 27-29, Mar. 12-14, Mar. 26-28, Apr. 2-4 Spring Term 2004 Class weekends: Apr. 16-18, Apr. 23-25, May 7-9, May 21-23, June 4-6, June 11-13, June 25-27 Area Code 612 Access Center ............................................................................................................. .330-1749 Academic Advising..................................................................................................... .330- 1025 Academic Enrichment ............................................................................................... ..330.1165 Academic and Learning Services ................................................................................ 330-1024 Undergraduate Admissions ....................................................................................... ..330-1001 Toll-free number ....................................................................................... 1-800-788-5678 AlumniParent Relations ........................................................................................... 3 3 0 1178 Toll-free number ...................................................................................... -1-800-260-6590 Athletics ..................................................................................................................... .330-1249 Center for Learning and Adaptive Student Services (CLASS) ................................... 330-1053 Center for Service, Work, and Learning .................................................................... 330-1162 College PastorICampus Ministry ................................................................................ 330-1732 Public Relations & Communication .......................................................................... 330-1180 ............................... ConferenceEvents Coordinator ....................................... . . . .330. 1107 Development (financial gifts to the College) ............................................................. 330-1613 Toll-free number .............................................................................. 1-800-273-0617 Enrollment Center .................................................................................................... .330-1046 Facilities Management ................................ .... .......................................................... 330-1104 Financial Aid (scholarships and other aid) ................................................................ 330-1046 General Information (other office numbers; business hours only) ........................... 330-1000 .................................................................................................................. 330-1649 Fax .............................................................. .330-1628 Graduate Programs ................................... , Human Resources ...................................................................................................... .330-1058 Lost and Found .......................................................................................................... .330-1000 President's Office ........................................................................................................ .330-1212 Registrar ...................................................................................................................... 330-1036 Residence Life (Housing)....................................................................................... 3 3 0 - 1 109 Rochester Program ............................................................................................... 507-289-6142 Student Activities ........................................................................................................ 330-1111 .................................................................................................. Student Government .330.11 10 Summer Session ........................................................................................................ .330- 1046 TRIOIStudent Support Services ................................................................................. .330-13 11 Weekend College ........................................................................................................ Mailing Address: 22 11 Riverside Avenue Minneapolis. MN 55454 Web Site: www.augsburg.edu 330-1101 I r - . - 'I, L 4 I - -- 1 1 ..I I I .I ,.; - I 1 1 I - - - - - - About Augsburg - 10 I Weekend College - 12 r - - II I . - L 'Ih I - -- Rochester Program - 13 >' - - Campus Location - 14 C - . , Facilities and Housing - 14 Youth and Family Institute - 16 Associated Support Organizations - 1 Policies - 17 Accreditation and Memberships - 17 A t Augsburg - - College, we believe that the college experience should be a time of - exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is your best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Upon graduation, you will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Selection from over 50 majors Augsburg offers more than 50 major* or you can create your own major either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 58 for a complete list of majors and minors.) This five-college consortium allows day program students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas. Through the Weekend College Program, 17 majors are offered. Emphasis on values, perspectives, experience, and skills The heart of an Augsburg education is the Augsburg curriculum-the College's general education program, which structures your liberal arts studies through challenging and thought-provoking courses requiring students to consider important issues and examine values questions. These Liberal Arts Perspectives include Western Heritage, Intercultural Awareness, Human Identity, the Social World, Christian Faith, The City Aesthetics, and the Natural World. At the same time, courses across all disciplines stress the skills that will serve you for a lifetime-writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg's prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, "Education for Service," and to the mission of the College: "To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community" A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. - About Augsburg 11 Early Leaders Establish a Direction The Focus Changed August Weenaas was Augsburg's first president (1869-1876). This attitude began to change after World War I. In 1911, George Sverdrup,Jr. became president. He worked to develop college depaments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over 130 years. Education for Service Keeping the vision of the "non-elitist" college, Georg Sverdrup, Augsburg's second president (1876- 1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity This change made Augsburg the only higher educational institution of the small Lutheran body The college division, however, was still important primarily as an attachment to the seminary. The College's mission assumed a double character-ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bemhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War 11, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the serninary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modem college program based on general education requirements and elective majors. With curriculum change came a long effort to become accredited. The College reached accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the College's mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. 12 About Augsburg A College in the City President Oscar A. Anderson (19631980) continued Augsburg's emphasis on involvement with the city. He wanted to reach out to nontraditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, the Christensen Center, Ice Arena, and Murphy Place. Augsburg continues to reflect the commitment and dedication of the founders who believed: Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg's commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. The city-with all its excitement, challenges, and diversity-is an unequaled learning laboratory for Augsburg students. Dr. William V Frame became president in August 1997. Under his leadership, the college has sharpened its identity as a college of the city, providing an education, grounded in vocational calling, that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. In 1999, a new apament-style student residence opened. Major renovation of Sverdrup Hall created space for the Enrollment Center, h e Women's Resource Center, and the Honors Program Suite. A skyway link connects Sverdrup Hall to Lindell Library. An Augsburg education should be preparation for service in community and church; Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now almost 18,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to undergraduate liberal arts and sciences Augsburg offers master's degree programs in social work, leadership, nursing, physician assistant studies, and education. Augsburg also offers graduate and undergraduate level nursing courses as well as supporting degree courses through its Rochester Program based in Rochester, Minnesota. WEEKEND COLLEGE Augsburg's Weekend College program provides an educational alternative to adults who desire college experience but who work or have other commitments during the week. It is a means by which men and women may earn a baccalaureate degree, gain skills for professional advancement, prepare for a career change or pursue a personal interest in one or more areas of the liberal arts. - About Augsburg 13 Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today with more than 1,000 students enrolled each term and 17 majors, Augsburg's Weekend College is the largest program of this type among Minnesota private colleges. Faculty in Weekend College are full-time Augsburg professors as well as adjunct professionals. The Weekend College student body is involved in student government, and students participate in academic and extracurricular activities such as the student newspaper, travel seminar, and student organizations. Augsburg Weekend College continues to develop to meet the needs of the adult and nontraditional student. The Adult as Learner Augsburg Weekend College is based on the assumption that students who enroll in the program will be mature, self-disciplined and motivated learners who seek a combination of classroom experience and individual study. Each course is divided into periods of concentrated on-campus study separated by time for independent study and class preparation. Alternate Weekends To accommodate this learning format, classes generally meet on alternate weekends for three and one-half hours on either Friday evening, Saturday morning, Saturday afternoon or Sunday afternoon. Laboratoly sections or additional class hours may be scheduled during the week. Weekend College students may take from one to four courses each term. Selected courses are also available on weekday evenings and are open to both day and Weekend College students. The academic year for Weekend College is divided into three trimesters. A Community of Learners Essential to the goals of Augsburg's Weekend College is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages Weekend College students to make use of College facilities such as Lindell Library and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Weekend College Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree and all consider teaching to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. They are actively involved in a dynamic faculty development program that introduces them to current thought in many fields, but especially in teaching and learning techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. ROCHESTER PROGRAM Augsburg has established a branch campus in Rochester, Minnesota. Classes in Rochester meet on an evening or weekend schedule, making them accessible to working adults. There are three trimesters in each academic year, following the same schedule as the Weekend College program. 14 About Augsburg Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to have an individual e-mail address and have access to the Intemet to facilitate the use of technology in the learning and communication process. Further information may be obtained from the Rochester program website at <www.augsburg.edu/rochester> or by calling the Weekend College Admissions Office at 612-330-1101. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 170 parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-Fairview-University Medical Center-are adjacent to Augsburg, with the Mississippi River and the Seven Comers theatre district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreation opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map in back.) Convenient bus routes run throughout the city and connect with the suburbs. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunneVrarnp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall,Murphy Place, Lindell Libra~yand the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Office of Undergraduate Admissions-The central Office of Undergraduate Admissions is located at 628 2lst Avenue South and provides offices for the admissions staff and a reception area for prospective students and their parents. Weekend College admissions counselors are located at 624 2lst Avenue South. Anderson Hall (1993)-Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 S. Eighth Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies, the Master of Arts in Leadership program, and the Youth and Family Institute. Edor Nelson Field-The athletic field, located at 725 23rd Avenue South, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during the winter months, allowing year-round use. Christensen Center (1967)-The College center, with spacious lounges and recreational areas, dining areas, bookstore, and offices for student government and student publications. East Hall-Houses the Minnesota Minority Education Partnership (MMEP), the Fond du Lac Tribal College Center, and the Education and Housing Equity Project at 2429 S. Eighth Street. -- About Augsburg 1s Foss, Lobeck, Miles Center for Worship, Drama and Communication (1988)-The Foss Center is named in recognition of the gifts of Julian and June Foss and was built with the additional support of many alumni and friends of the College. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the StepUP program. The Foss Center's lower level is home to the Academic Enrichment Office, which includes the Groves Computer Lab, the Karen Housh Tutor Center, and the John Evans Learning Laboratory; and the Center for Learning and Adaptive Student Services (CLASS) program. The JeroyC. Carlson Alumni Center-Named in 1991 to honor Jeroy C. Carlson, senior development officer and former alumni director, upon his retirement from Augsburg. The center, with its Office of Alumni and Parent Relations, is located in Smilqs Point, 2200 Riverside Ave. Ice Arena (1 974)-Two large skating areas provide practice for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community The JamesC. Lindell Family Library (1 997)-This library and information technology center houses all library functions and brings together the computer technology resources of the College. It is located on the block of campus bordered by 22nd and 2lst Avenues, and by Riverside Avenue and Seventh St. Melby Hall (1961)-Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the fitness center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1 973)-Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. 2222 Murphy Place (1964)Murphy Place is home to the three of the four components of the Office of International Programs- Center for Global Education, Global Studies, and International Student Advising. It is also home to the four support programs for students of color -American Indian Student Services, Pan-Afrikan Center, PanAsian Student Services, and HispanicLatino Student Services. Music Hall (1 978)-Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. New Hall (1 999)-A three-story apartment complex along 20th Ave., between 7th and 8th Sts. housing juniors and seniors in units from efficiencies to two-bedroom suites. Old Main (1 900)-Home for the modem languages and art departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Science Hall (1949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the finance and administration offices, and various other program offices. In 1960 the - 16 About Augsburg Lisa Odland Observatory on the roof was completed. Srniley's Point (2000)-The Smiley's Point building on Riverside Avenue, once a favorite ice-cream parlor for Augsburg students, now houses the Institutional Advancement and Community Relations division, including the Development, Alumni and Parent Relations, and Public Relations and Communication offices. Sverdrup Hall (1955)-Named in honor of Augsburg's fourth president, it contains the Enrollment Center and the Academic Advising Center, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1 938)-Built as a dormitory and named in honor of Augsburg's second and third presidents, it provides space for administrative and faculty offices. Urness Hall (1 967)-Named in honor of Mr. and Mrs. Andrew Umess, this tower provides living quarters for 324 students. Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. YOUTH & FAMILY INSTITUTE OF AUGSBURG COLLEGE Acknowledging that faith is formed through personal, trusted relationships, often in the home, the Institute provides consultation, resources, workshops, conferences and seminars designed to equip parents and families, lay professionals and clergy for nurturing faith. The Youth and Family Institute also supports the undergraduate major in youth and family ministry at Augsburg College by developing coursework and teaching courses when requested. ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to lifelong learning and to programs that increase both individual and group understanding and achievement. College of the Third Age-In 1976, Augsburg initiated one of the first programs in the country that offers classes for older adults, taught in their neighborhoods. Many of the instructors are retired Augsburg faculty. The College of the Third Age is located in Foss Center, Room 172. Inter-Race: The International Institute for Interracial InteractionInter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 600 2lst Avenue South. Minnesota Minority Education Partnership (MMEP)-The Minnesota Minority Education Partnership, Inc., is a nonprofit membership organization that works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs that help students of color succeed academically. The MMEP office is located in East Hall. - About Augsburg 17 POLICIES Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, (612) 330-1023. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools* and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the American Chemical Society Council on Social Work Education (B.S.W. and M.S.W.) National Association for Music Therapy, Inc. National League for Nursing Committee for Accreditation of Allied Health Programs (Master of Science Physican Assistant Studies) Augsburg College is an institutional member of the: National Association of Schools of Music (NASM) Council of Independent Colleges (CIC) American Association of Colleges and Universities (AACU) American Association of Higher Education (AAHE) Association of Physician Assistant Programs We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. *The Higher Learning Commission of the North Central Association of Colleges and Schools, 312-263-0456; <www.higherlearningcommission.org> Location-Augsburg College was founded in 1869 in Marshall, WE. The College moved to Minneapolis in 1872. Religious Affiliation-The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 8 percent represent other Protestant denominations, and 17 percent represent the Roman Catholic Church. Accreditation-The Higher Learning Commission of the North Central Association of Colleges and Schools. National Council for Accreditation of Teacher Education, Committee for Accreditation of Allied Health Educational Programs. Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and the National League for Nursing. Member-Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Higher Education Services Office, as described on page 17. Enrollment (Fall 2001-2002)-2,964 students from 39 countries. Graduates-18,000 undergraduates from 1870 through August 2001. Student/Faculty Ratio-15 to 1. Undergraduate class size averages 15-20. Campus-17 major buildings. Major renovations in 1979-80 with special emphasis on accessibility. Accessibility-Augsburg is now one of the most accessible campuses in the region. A skyway/tunneVelevatorsystem provides access to 10 major buildings without going outside. Degrees Granted-B.A., M.A., M.S., M.S.W. B.S., B.M., Financial Aid-Over 80 percent of the students receive some form of financial aid from the College and many other sources. L i b r a r y a v e r 175,000 items, direct access to over 1,300,000 though CLlC, the Twin Cities private college library consortium. The James G. Lindell Family Library opened in September 1997. School Year-Two semesters from September to May, and two summer school sessions. Augsburg Weekend College-trimesters, September to June. Augsburg Graduate Programtrimesters, September to June. Major+More departments. than 50 majors in 23 Off-Campus Programs-Center for Global Education, Student Project for Amity Among Nations (SPAN), Higher Education Consomum for Urban Affairs (HECUA), International Partners, Upper Midwest Association of Intercultural Education (UMAIE) , and extensive cooperative education and internship programs. Athletic AffiliatiowMinnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division 111. Policy-Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. For Day Program FIreshmen Karl,, -dmission A, of Freshmen - 21 For Weekend College - 21 For Transfer Students - 22 For Former Students - 23 For Special Students - 23 (Non-Degree) . For International Students - 24 A ugsburg College is looking for students with intelligence and character. We want people who can benefit from and contribute to their community, the College community, and the community at large. . 2 Selection of students for Augsburg College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. The College selects students on individual merit without regard to race, creed, disability, national or ethnic origin, gender, sexual orientation, or age. Visit t h e Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, freshman and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg's admissions staff is ready to help students and families with college planning. Call any weekday between 8:00 a.m. and 4:30 p.m.-612-330-1001 or toll-free 1-800-788-5678. We'll answer your questions and arrange a tour for you (including most Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the comer of Seventh Street and 21st Avenue South in Minneapolis. (Please call ahead.) For Weekend College Admission information. call 612-330-1 101. DAY PROGRAM FRESHMEN Application for AdmissionApplicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refundable $25 application fee. You may apply online at <www.augsburg.edu/dayad/>. T r a n s c r i p t s A n official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from the institution should also be sent. General Education Development (G.E.D.) scores may be presented instead of the high school transcript. Test Scores-Freshman applicants are required to submit results from the college entrance examination. The American College Test (ACT) is preferred. Results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Recommendations-Two letters of academic recommendation are required. References may use the Augsburg recommendation form in lieu of writing a letter. If the applicant has been out of school for some time, the form or letter may be completed by a supervisor, employer, or other person for whom the applicant works. Additional Information-If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an admissions counselor. I - Undergraduate Admissions 21 On occasion, the Admissions Committee may also defer a decision on a candidate's admission until other information has been received. For example, more recent test scores, results of the present semester's coursework, additional letters of recomrnendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Notification of Admissions Decisiow Augsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of AdmissionAccepted students who are applying for financial aid are asked to make a $loo* tuition deposit to the Office of Undergraduate Admissions within 30 days of their financial aid notification. Extensions may be requested in writing to the director of financial aid. Accepted students who are not applying for financial aid are asked to make a $loo* tuition deposit to the Office of Undergraduate Admissions. Those students who wish to live in College housing must also submit a $200 housing deposit to the Residence Life Office. *Non-refundable after May 1. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree after completion of their junior year or first semester of their senior year of high school. Applicants must complete the normal procedures for freshman applicants and arrange a personal interview with the director of undergraduate admissions. WEEKEND COLLEGE Applicants should complete the application form and return it along with the $25 non-refundable application fee to the Augsburg Weekend College Admissions Office. You may apply online at <www.augsburg.edu/wecad/>. Transcripts-Have official transcripts from all previous postsecondary institutions sent directly to the Augsburg Weekend College Office. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The G.E.D. test certificate may be presented instead of the high school transcript. Additional Information-If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate's admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. - 22 Undergraduate Admissions Notification of Admissions Decision -Augsburg College uses a "rolling" admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and major sections of this catalog to see if admission to the major is required. ALL TRANSFER STUDENTS Augsburg College welcomes students who wish to transfer from other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional credit for work taken at unaccredited institutions, and to require that certain courses be taken at Augsburg. Augsburg College limits transfer coursework from two-year colleges once a student has reached junior status. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches junior status, no additional credits will transfer from two-year institutions toward the minimum of 32 credits required for a baccalaureate degree. These courses can, however, be used to meet liberal arts and major requirements. A cumulative grade point average (GPA) of 2.5 (on a 4.0 scale) or better is required on previous college work for admission to the College. Acceptance of courses submitted for transfer is done by the registrar's office based upon the official student transcript(s). Acceptance of courses presented for a major or minor also requires approval of the department. The major or minor department may require certain courses or a minimum number of courses be taken at Augsburg. Students transferring from the Minnesota State University and College System who have completed the Minnesota Transfer Curriculum, have earned the Associate of Arts degree from MNSCU, and have a 2.5 (on a 4.0 scale) cumulative GPA or higher will be given transfer status as outlined below. The following applies only to the MNSCU A.A. graduate: 1. Admission will be with junior standing following the Minnesota Transfer Curriculum. A maximum of 17 Augsburg equivalent courses (64 semester credits or 96 quarter credits from a community college) will be accepted once junior status is reached. No additional courses may be transferred from a community college. 2. All Augsburg general education requirements will be waived except: The City Perspective Two courses in Christian Faith (any two areas) The language requirement as stated One course that meets the Quantitative Reasoning Graduation Skill requirement - Undergraduate Admissions 23 One graduation skill writing course in the major College algebra or Math Placement Group 3 One lifetime sport 3. Courses with D grades will not be accepted as prerequisites or for application to majors. Some Augsburg majors require additional prerequisite coursework beyond the A.A. degree. Students are advised to consult major departments for major requirements upon transfer. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Note: No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or December 15 for entry in spring semester. FORMER STUDENTS Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of absence and who wish to return must apply for re-admission through the registrar's office. Students who have attended other institution(s) during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. SPECIAL STUDENTS (NON-DECREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a petition to the registrar's office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. SPECIAL STUDENTS (SECOND DECREE) Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student's previous degree, completion of a second major (non-degree) may also be an option. - 24 Undergraduate Admissions 7 INTERNATIONAL STUDENTS Augsburg welcomes students from countries around the world. (See International Student Advising on page 49.) International students should contact the Office of Undergraduate Admissions for an international student application and information on the application procedure. Applications must be completed two months prior to the start of the semester: June 1 for fall, Dec. 1for spring. For more information, call 612-330-1001 or 1-800-788-5678 (toll free), or write to: International Student Admissions Augsburg College 22 11 Riverside Avenue Minneapolis, MN 55454 USA Day Program costs Tuition and Fees - 26 Room and Board - 26 Other Special Fees - 26 Deposits - 27 weekend College Costs - 27 Payments - 28 Financial Policies Refunds - 28 Financial Aid How and When to Apply - 30 Kinds of Aid Academic and Achievement Scholarships - 31 Leadership, Service, and Performance Scholarships - 32 Gift Assistance - 33 Loan Assistance - 34 Student Employment - 35 Sponsored Scholarships - 35 that course. A, 1 students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in giftsfrom alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. Audit Fee (for part-time students) per course................................4 However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. ....................4 Full-time students may audit a course without charge. Room Rent (includes telephone and basic service) DAY PROGRAM TUITION, FEES, ROOM, AND BOARD Tuition (full-time enrollment) ............$17,825 This rate applies to all full-time students attending in September 2002. Students are considered full-time when they take three or more course credits during the semester. The charge includes tuition, general fees, facility fees, and admission to most College-supported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course..............$ 2,100 This rate applies to students taking fewer than three courses in a semester and/or an Interim only. Part-time students taking lifetime sports are charged the audit rate for 2,900 (Room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) The Board of Regents has approved the costs listed below for the 2002-03 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. 680 ..................$ 2,790 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ..................$ 2,710 ....................$ Student Activity Fee ................$ 2,470 Flex 5 point plan 150 ACTC Bus (full-time students only) ..................$ 18 Information Technology Fee ..$ 200 OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time students) ....................................$ 75 Late Registration ..............................$ 50 Petition fee for waiver of registration deadlines (non-refundable) .......$ 50 Lifetime Sport (part-time students) ...................$ 180 Music Therapy Internship (one-half course credit) ............. $ 650 - - Financial Information 27 Overload Fee (per course credit over 4.5, Day and WECRochesterNnited combined) ..................................$2,100 Private Music Lessons, per semester (14 lessons) ...................$350 Student Teaching (per course for full-time students) ................ ..$ 75 Student Teaching (per course for part-time students) .................$I50 Study Abroad (in approved non-Augsburg programs) .............$250 Fees Payable by CheckICash Application (new and/or special students) ........................$ 25 Locker Rental ....................................$ 50 Student Parking Lot Permit - c a r ........................................$ 108 -motorcycle ..............................$ 60 Transcript Fee Regular service ............................$ 5 7 Next day ......................................$ On demand .................................$ 10 Special Examinations, Cap & Gown Costs (Schedule on file in registrar's ofice) BOOKS AND SUPPLIES These costs are estimated to average $100 per course. DEPOSITS Enrollment Deposit (non-refundable) ....................$ 100 Required of all new students after acceptance. The enrollment deposit is credited to the students' account only upon graduation or withdrawal. Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit ......$ 200 Required of all resident students at the time of signing a conmact to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification as specified in the housing contract. Application Fee (payable once, non-refundable) ........................ $ 25 Tuition (per course) .........................$1,360 Tuition (per summer course 2002) ..$1,250 Activity Fee (per trimester) .............$ 9.50 Campus Access Fee (includes parking permit; per trimester) ...$ 10 Audit Fee (per course) .....................$ 680 Lifetime Sports: Fee for Weekend College Course ...........................$ 180 Lifetime Sports: Fee for Assessment of Previous Learning ..................$ 130 Nursing Clinical Fee ....................... .$ 250 Supplementary Student Teaching Fee (per course credit) ..............$ 150 Late Registration Fee ........................$ 50 Transcript Fee Regular service ............................$ 5 Next day .....................................$ 7 On demand .................................$ 10 Petition Fee for waiver of registration deadlines (non-refundable) .......$ 50 - 7 28 Financial Information PAYMENTS-DAY PROGRAM . Semester Fees-Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Enrollment Center is sent to the student. Payment Options-Day Program(1) Semester payments, due August 15 and January 15 as billed; (2) Payment PlanUpon application and after College approval, a three-month plan is available each semester. Details are included with the bill for each term. PAYMENTS-WEEKEND COLLEGE A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. For tuition and fee information, please refer to the current Weekend College Class Schedule, published each year by the Weekend College Program Office. Payment Options-(1) Payment in full at the start of each term. (2) Payment Plan-Upon application and after College approval, a three-month plan is available each semester. Details are included with the bill for each term. (3) Employer Reimbursement: students whose employers reimburse them for all or part of their tuition and fees may pay a $100 deposit per course credit at the start of the term. The balance, which is subject to finance charges until paid, is due 50 days after the last day of the term. Students on this plan must file an employer reimbursement verification form each academic year. The student is responsible for payment of the balance should the employer not reimburse for any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the term. A finance charge is applied at a simple rate of .67 percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student's account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan including the National Defense and National Direct Student Loans and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. REFUNDS Students who withdraw from Augsburg College may be eligible for a refund of a potion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Leave of Absence/Withdrawal from College form available in the Enrollment Center. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition andlor room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing conmact and/or the appropriate tuition refund schedule. - Financial Information 29 Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student's last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Augsburg College Day Program Refund Policy: Applies to day program students who withdraw from all courses in a term and are not receiving Federal Title IV financial aid (Federal Title IV financial aid includes the Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, and PLUS Loan). This policy also applies to all students who drop courses during a term. Refund Amount Wnd Period 100% Through the first 10 days of classes (less $100 administrative fee) 90% From the 1l t h day through the 15th day of classes 80% From the 16th day through the 20th day of classes 70% From the 21st day through the 25th day of classes 60% From the 26th day through the 30th day of classes 50% From the 31st day of classes through the midpoint of the term. Augsburg Weekend College Program Refund Policy: This policy applies to new and returning Weekend College students who drop a portion of their scheduled course load. It also applies to students who completely withdraw from college and do not receive financial aid. Refund Amount 100% Refund Period Through the Friday following the first class weekend (less a $100 administrative fee if withdrawing from the current term entirely) 80% Through the Friday following the second scheduled class meeting 60% Through the Friday following the third scheduled class meeting 40% Through the Friday following the fourth scheduled class meeting. No refund after the fourth scheduled class meeting. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Please allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. Rochester Program and United Hospital Program Refund Policy: See the published refund schedule for your program. Federal Return of Funds Policy: This policy applies to students who have completed at least one full term, withdraw from all courses for the current term, and receive federal Title IV financial assistance (including Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, Parent PLUS Loan). The Return of Funds Policy is based on a percentage derived from the number of days attended divided by the number of days in the term. 30 Financial Information The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available in the Enrollment Center. MEDICAL REFUND If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of documentation from the attending doctor stating the inability or inadvisability of continued enrollment. Requests for medical refunds should be made through the Financial Petition Committee. UNOFFICIAL WITHDRAWAL Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available in the Dean's Office in Chnstensen Center. All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and meeting the academic progress standards outlined in the brochure "Academic Progress Standards for Financial Aid." This brochure is available from the Enrollment Center and is distributed to students on an annual basis. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2001-2002 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA) and the Augsburg Financial Aid Application help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, debts, retirement needs, and special considerations. - Financial laormation 31 HOW TO APPLY The following are required to process your financial aid application: 1. Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. Students are encouraged to file the FAFSA electronically on the Web at www.fafsa.ed.gov. Students and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of Education. Instructions for requesting a PIN can be found at www.fafsa.ed.gov. Be sure to include the Augsburg College code, 002334, on your application. Submit your application to the processing agency after Jan. 1. Applications must be filed by April 15 for priority consideration. 3. Complete the Augsburg Financial Aid Application and submit it to the Enrollment Center. 4. Submit copies of federal tax forms for the preceding year (e.g. tax year 2001 to be considered for financial aid for 20022003). Tax forms are required for the student and parents of dependent students, or spouse of student if filing separately WHAT HAPPENS NEXT? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid package will be sent to the student. This package includes: Letter detailing the financial aid award Information regarding financial aid programs and requirements for continued eligibility SubsiclizedAJnsubsidized Federal Stafford loan application Students complete and return one copy of their award letter to the Enrollment Center. In addition, the student must complete and return the Stafford Loan application to receive Stafford Loan funds. Applications for the SELF Loan and the Parent PLUS Loan are sent upon request. KINDS OF AID A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans' Children, and other sources. Academic and Achievement Scholarships President's Scholarship-President's Scholarships are awarded based upon competition. The applicant must be in the top 15 percent of high school rank and top 20 percent ACT/SAT score. Separate applications are required. The application deadline is February 15. 32 Financial Information Regents' Scholarship-The Regents' Scholarships are awarded to all qualified new freshmen of high academic achievement who apply and are accepted before May 1. Selection is based on high school GPA and national test scores. Transfer Regents' S c h o l a r s h i p Transfer Regents' Scholarships are awarded to all qualified transfer students with a minimum 3.0 GPA who apply and are accepted for admission by May 1. Legacy Scholarship-These scholarships provide tuition benefits to full-time day students who are children, grandchildren, or spouses of Augsburg graduates; siblings of current Augsburg students; children or spouses of current ELCA pastors; or children, grandchildren, or spouses of long-term Augsburg employees. Deadline: May 1. Phi Theta Kappa S c h o l a r s h i p These scholarships are awarded to selected transfer students with a 3.5 GPA and 84 minimum quarter (56 semester) credits from a community college. A separate application is required by April 1. Science ScholarshipThese scholarships are awarded to incoming freshmen who are in the top 30 percent of their high school class or ACTISAT test score, majoring in chemistry or physics at Augsburg. Deadline: May 1. Youth and Family Ministry Partner ScholarshipThese scholarships are awarded by the partner congregation to a full-time Augsburg student who is majoring in youth and family ministry. Deadline: May 1. Augsburg AmeriCorps ScholarshipThese scholarships are awarded to qualified AmeriCorps members who are currently serving or have served for at least one year. Must be certified as eligible by the director of the AmeriCorps site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is May 1. Leadership, Service, and Performance Scholarships M. Anita Hawthorne Leadership ScholarshipRecognizes incoming freshmen and transfer African American students with a demonstrated record of and/or potential for leadership. Limited to fulltime day students. Deadline: June 1. Bonnie Wallace Leadership ScholarshipRecognizes incoming freshmen and transfer American Indian students with a demonstrated record of and/or potential for leadership. Limited to fulltime day students. Deadline: June 1. ASIA-Recognizes incoming freshmen and transfer Asian American students with a demonstrated record of and/or potential for leadership. Limited to full-time day students. Deadline: June 1. HispanicILatino Leadership ScholarshipRecognizes incoming freshmen and transfer Hispanichtino students with a demonstrated record of andlor potential for leadership. Limited to fulltime day students. Deadline: June 1. PRIME Scholarship-This is a cooperative program in which Augsburg matches scholarships with Lutheran congregations. Separate application is required by August 1. Church funds must amve at Augsburg by October 1. Performing Arts ScholarshipAwarded to selected incoming students who demonstrate active participation in the performing arts. Separate application and audition are required. The deadline is February 15. -- Financial Information 33 Hoversten Peace ScholarshipAwarded to incoming freshmen and transfer students who have demonstrated interest in peace and whose personal outlook and career plans show promise of contributing to the cause of peace. Separate application is required by February 15. Community a n d Public Service ScholarshipAwarded to incoming freshmen and transfer students who have a demonstrated commitment to public and community service. Separate application is required by February 15. Lutheran Leader ScholarshipAwarded to incoming freshmen in the top 30 percent of their high school rank or ACT1 SAT test score who have demonstrated leadership within their Lutheran congregation and have the recommendation of their pastor. A separate application is required by February 15. NASA ScholarshipAwarded to freshmen (only) who have excelled in the areas of science, mathematics, and technology and who have demonstrated a high potential in careers related to aerospace science, technology, and allied fields. Aid Association f o r Lutherans1 Lutheran Brotherhood-Awarded on financial need, participation in the Lutheran church and available funds. Gift Assistance (Need-Based) Augsburg Tuition Grant-These awards are based on financial eligibility, academic record, and participation in extracurricular activities in school, community, and church. Minnesota State Scholarship and Grant-Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. Consult the Enrollment Center for accepted enrollment patterns. Federal Supplemental Educational Opportunity Grant-Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. Federal Pell Grant-Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines maximum grant for 2002-03 is $4,000. Bureau of Indian Affairsnribal a n d State Indian Scholarship-Bureau of Indian Affairaribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian AffairslTribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Program. American Indian grants supplement all other forms of financial aid. Questions may be directed to the director of the American Indian Student Services Program o r t o your local BIA, Tribal, or State Indian Education Office. 34 Financial Information Loan Assistance Federal Perkins Student Loan-A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $20,000 ($40,000 including graduate school). Federal Stafford Student Loan Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states that provide such programs. Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized and Unsubsidized Stafford Loan is variable and changes annually on July 1. Interest is capped at 8.25%. The following borrowing limits apply to the Stafford Loan program after July 1, 1994: Freshmen: $6,625 annually (Combined Subsidized and Unsubsidized Stafford) Sophomores: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) Juniors/Seniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Nursing Student Loan-A federal program with provisions similar to the Federal Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half time. The maximum loan is $4,000 per year. Federal Parent Loan Program (PLUS)-PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of check disbursement at a variable interest rate not to exceed 9 percent and a minimum payment of $50 per month. Application forms are available at Augsburg College Enrollment Center or the lending institution. -- Financial Information 35 The Student Educational Loan Fund (SELF)-SELF is administered through the Minnesota Higher Education Services Office. Applications are available from the Enrollment Center at Augsburg. Undergraduate freshmen and sophomores may borrow up to $4,500 per year, juniors and seniors up to $6,000 year. Maximum undergraduate borrowing is $25,000. The minimum loan amount per year is $500. The interest rate is variable. Interest payments begin 90 days after the loan is disbursed and continue quarterly thereafter, while the student is enrolled. Principal payments begin the 13th month after you leave school. There are no deferments. Student Employment Augsburg College provides work opportunities for students. Assignment is based on financial eligibility and potential competence in performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program-Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Augsburg College, through generous gifts from alumni, faculty staff, and friends, offers more than 400 sponsored scholarships. All returning eligible students are considered. Selection is based on academic achievement, financial need, and selection criteria established by the donor. A list of scholarships follows. *Indicates endowed scholarships 1 GENERAL SCHOLARSHIPS ADC Telecommunications Inc. Linda Schrempp Alberg Memorial Scholarship* American Express Company Henry and Leona Antholz Scholarship* Class of 1931 Scholarship* Alma Jensen Dickerson Memorial Scholarship* Oliver M. and Alma Jensen Dickerson Memorial Scholarship* Elias B. Eliason, Sr. Memorial Scholarship* M. J. Estrem Scholarship* Reuben I. and Marion Hovland Scholarship* Tze-Lien Yao-Hsieh, Lenorah Erickson, and Mildred Joel Memorial Scholarship* Edwin C. Johnson Scholarship* Kopp Investment Advisors Presidential Scholarship Emma Johnston Mathwig Scholarship Memorial Scholarship Foundation Scholarships* 36 Financial Information Minnesota Mining and Manufacturing Company Liberal Arts Scholarships Minnesota Scholars Fund Scholarship Clifford and Martha Nylander Scholarship* Marvin T. Nystrom Scholarship* Rev. Martin J. and Olga S. Olson Scholarship Casey Albert T. O'Neil Foundation Scholarship John G. Quanbeck Scholarship Fund* Martin and Esther Quanbeck Scholarship* Rahr Foundation Scholarship Readers Digest Endowed Scholarship* Senior Challenge Endowment Fund* Rosemary J. Shafer Scholarship* St. Luke's Lutheran Church Centennial Scholarship* Genevieve E. Stelberg Memorial Scholarship* Ernest and Vivian Tinseth Scholarship* Robert W. Warzyniak Memorial Scholarship* Lea A. and Elsie L. Wildung Endowment Fund* Xcel Energy Scholarship Edward Yokie Memorial Scholarship* SPECIAL SCHOLARSHIPS Aid Association for Lutherans Scholarship Charles and Kate Anderson Endowment Fund* Mildred Ryan Cleveland Memorial Scholarship* Dain Rauscher Scholarship* David J. Formo Memorial Scholarship* The Grace Scholarship* David Gronner Memorial Scholarship* Rev. John Hjelmeland Endowed Scholarship Fund* Hoversten Peace Scholarship* ING Foundation Scholarship Torgney and Valborg Kleven Memorial Scholarship* Mary E. Larsen International Studies Scholarship* Floyd Lorenzen Memorial Scholarship* Lutheran Brotherhood Lutheran Senior College Scholarship Lutheran Brotherhood Opportunity Scholarship Minnesota Mutual Foundation Scholarship Minnesota Power Company Scholarship Karen Neitge Scholarship* Marilyn and John Paul Nilsen Scholarship* Rev. Horace E. Nyhus Memorial Scholarship* Ole K. and Evelyn L. Olson Scholarship* Timothy 0 . Olson Memorial Scholarship* Rev. John and Ingeborg Peterson Memorial Scholarship* Jay and Rose Phillips Family Foundation Scholarship Clayton and Ruth Roen Memorial Scholarship* Loren Manuel Schottenstein Memorial Scholarship John and Agnes Siverson Scholarship* Genevieve E. Stelberg Memorial Scholarship* Wells Fargo Scholarship CAMPUS MINISTRY/CHRISTIAN SERVICE John Andrew Adam Memorial Scholarship* C. A. L. and Esther J. E. Anderson Scholarship* Charles and Catherine Anderson Diversity Scholarship* Kyle A. and Sandra L. Anderson Scholarship Carl C. and Kathleen A. Casperson Scholarship* Corinne and Herbert Chilstrom Scholarship* Laura Ann Erickson Memorial Scholarship* Pastor Bob Evans Scholarship* Dave Hagert Memorial Scholarship* Helen (Mohn) Henderson Memorial Scholarship* Lee Family Scholarship* - - Financial Information 37 Forrest T. Monson and Thelma (Sydnes) Monson Scholarship* Pastor Carl 0. and Edith W. Nelson Memorial Scholarship* Philip and Dora Quanbeck Scholarship* Russell and Helen Quanbeck Scholarship* Rev. Olaf Rogne Memorial Scholarship* Russel and Virginia Smith Scholarship* Roy C. and Jeanette Tollefson Scholarship MULTICULTURAL/INTERNATlONAL STUDENT SCHOLARSHIPS American Indian Scholarship* Kent Anderson American Indian Scholarship* Ada Bakken Memorial-American Indian Scholarship* Grace Jewel Jensen Buster Memorial Scholarship* Cargill Foundation American Indian Scholarship General Mills Foundation Scholarship Grand Metropolitan American Indian Scholarship Grand Metropolitan Food Sector Foundation Scholarship* Hearst American Indian Scholarship* Honeywell Corporation Scholarship Grace Anne Johnson Memorial Scholarship* Kemdgehiueller American Indian Scholarship James M. Kingsley American Indian scholarshipL Little Six, Inc. Scholarship* McKnight Foundation Scholarship* Medtronic Foundation Scholarship Marilyn Peterson Memorial Scholarship* Prairie Island Indian Community Scholarships* Shakopee Mdewakanton Dakota Community Scholarship* Marlys Johnson Simengaard Memorial Scholarship* St. Paul Companies, Inc. Scholarship St. Paul Companies, Inc. Teaching Assistants Scholarship James R. Thorpe Foundation Scholarship Trinity Lutheran Congregation 125th Anniversary Scholarship* UPS Foundation Scholarship U.S. Bancorp Foundation Scholarship West Group Scholarship Westwood Lutheran Church Second Mile Mission Scholarship* Women of the ELCA Native Women's Achievement Award* PUBLIC SERVICE SCHOLARSHIPS Margaret E. Andrews Public Service Scholarship Fund Class of 1998 Scholarship* Harold B. and Laura M. Lanes Scholarship* Person Public Service Scholarship Fund Adeline Marie (Rasmussen) Johnson Memorial Scholarship Marina Christensen Justice Memorial Fund* DEPARTMENTAL SCHOLARSHIPS Art Lucy Bodnarczuk Memorial Scholarship Norman D. Holen Art Scholarship August Molder Memorial Art Scholarship* Queen Sonja Art Scholarship Biology Biology Scholarships Eleanor Christensen Edwards Scholarship* Dr. Paul R. and Maxine Fridlund Biology Scholarship* Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Biology Scholarship* 38 Financial Information Business Administration/Accounting/ Economics Marianne Anderson Entrepreneurial Scholarship* Augsburg Business Alumni Scholarship Fund* Cargill Foundation Scholarship Malcom and Maybelle Estrem Scholarship* Farmers Insurance Group of Companies Scholarship Forss-Herr Scholarship* Gamble-Skogmo Foundation Scholarship* Mildred and Eleanor Krohn Scholarship* Gertrude S. Lund Memorial Scholarship* Clifford A. Peterson Scholarship* David L. Shaver Memorial Scholarship* Clair E. and Gladys I. Strommen Scholarship* Leland and Louise Sundet Scholarship* Joan L. Volz Business Scholarship* Chemistry Courtland Agre Memorial Scholarship* Augsburg College Chemistry Alumni Scholarship* Department of Chemistry Scholarships Carl Fosse Chemistry Scholarship* Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Chemistry Scholarship* Minnesota Mining and Manufacturing Company Chemistry Scholarship Conrad Sunde Memorial Chemistry Scholarships* Education James and Shelby Andress Education Scholarship* Dr. Einar 0 . Johnson Scholarship* S. Luther Kleven Family Scholarship* Elva B. Love11 Life Scholarship* David Mathre Scholarship* Debra Boss Montgomery Memorial Scholarship* Barbara Tjornhom and Richard K. Nelson Scholarship* John L. and Joan H. Ohlin Memorial Scholarship* Pederson Samuelson Scholarship* English Dagny Christensen Memorial Scholarship* Murphy Square Literary Award* Anne Pederson English Scholarship* Prof. P. A. Sveeggen Memorial Scholarship* Health and Physical Education Jeroy C. and Lorraine M. Carlson Scholarship* Paul Dahlen Memorial Scholarship* Keith Hoffman Memorial Scholarship* Rory Jordan Memorial Scholarship Magnus and Kristofa Kleven Scholarship* Roy and Eleanor Krohn Scholarship* Hoyt Messerer Athletic Scholarship* Robert D. and Carolyn W. Odegard Scholarship* James P Pederson Memorial Scholarship* Stan Person Memorial Scholarship* History Rev. and Mrs. 0.J. Haukeness History Award H. N. Hendrickson History Scholarship* John R. Jenswold Memorial Scholarship* Dr. Bernhardt J. Kleven Scholarship* Theodore and Lucille Nydahl History Scholarship* Mathematics Floyd V. and Ruth M. Case Scholarship* Beverly Durkee Mathematics Scholarship* Mathematics Scholarship Robert Wick Scholarship* Metro-Urban Studies Joel and Frances Torstenson Scholarship in Urban Affairs* - Financial Information 33 Modern Languages Emil M. Fossan Modem Language Scholarship* Mary E. (Mimi) Johnson Scholarship* Mimi Baez Kingsley Modem Language Scholarship* Theodore and Virginia Menzel Scholarship* Music Albert and Solveig Birkland Scholarship Centennial Singers Scholarship* Peggy Christensen Benson Memorial Scholarship Sam Coltvet Memorial Choral Music Scholarship* Leonard and Anabelle Dahlberg Scholarship Robert Ellingrod Memorial Scholarship* Rev. Clement A. Gisselquist Church Music Scholarship* Marjorie and James R. Gronseth, Jr. Memorial Music Scholarship* Mabeth Saure Gyllstrom Scholarship* Beth Halverson Violin Scholarship* Kay Halverson Scholarship* Lynn Halverson Cello Scholarship* Carol Halverson Heam Violin Scholarship* Hanwick Thanksgiving Scholarship* 0. I. Hertsgaard Scholarship* Orville and Gertrude Hognander Scholarship Robert Karlen Scholarship Bernice Kolden Hoversten Memorial Choral Scholarship* Catha Jones Memorial Scholarship* Professor Roberta Stewart Kagin Scholarship* Ruth Krohn Kislingbury Choral Music Scholarship* Susan and Dean Kopperud Scholarship for Excellence in Music* Leonard and Sylvia Kuschel Scholarship* Nicholas Lenz Memorial Scholarship* Kenneth 0 . Lower-Nordkap Male Chorus Music Scholarship* Susan Halverson Mahler Viola Scholarship* Arthur Carl Mammen Music Scholarship* Lucille H. Messerer Music Scholarship* Music Education Scholarship Grace Carlsen Nelson Scholarship* Edwin W. and Edith B. Norberg Scholarship* St. John's Lutheran Church-John Nonis Scholarship* Lois Oberhamer Nye Memorial Scholarship* Henry P Opseth Music Scholarship* Performing Arts Scholarship (Music) Rev. Mark Ronning Memorial Instrumental Music Scholarship* Sampson Music Scholarship* Leland B. Sateren Choral Music Scholarship* Mayo Savold Memorial Scholarship* Marilyn Solberg Voice Scholarship* String Scholarships John and Vera Thut Scholarship" Nordic Area Studies Thomas D. and Gretchen S. Bell Scandinavian Studies Scholarship* Olaf Gaastjon Memorial Scholarship* Walter G. and Ruth I. Johnson Scandinavian Studies Scholarship* Iver and Myrtle Olson Scholarslup* Nursing Augsburg Nurses Alumni Association Scholarship* Linnea A. Danielson Scholarship* Fairview Nursing Alumnae Association Scholarship* Philosophy Kenneth C. Bailey Philosophy Scholarship* Dr. Kenneth C. and Mrs. Dorothy A. Bailey Scholarship* Physician Assistant Alne Swensen Scholarship* Dr. Kristofer and Mrs. Berth E. Hagen Memorial Scholarship* W Financial Information Physics Floyd \! and Ruth M. Case Scholarship* Theodore J. Hanwick Physics Scholarship* Alfred A. Iversen Scholarship NASA Space Grant Scholarship Leif Sverdrup Physics Scholarship* Political Science Martin and Sylvia Sabo Scholarship* Myles Stenshoel Scholarship* Psychology Jacob and Ella Hoversten Scholarship* Rev. and Mrs. George Pauluk Scholarship Religion Scholarships Augsburg College Associates Scholarship* Norman and Louise Bockbrader Scholarship* Andrew and Constance Burgess Scholarship* Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship* Rev. Donald C. Carlson Memorial Scholarship Fund Henning and Sellstine Dahlberg Memorial Scholarship* Ernest S. Egertson Family Scholarship* Joel and Mary Ann Elftmann Scholarship* Luthard 0 . Gjerde Scholarship* Rev. Dr. Harald D. and Jonette T. Grindal Scholarship* Elias P Harbo Memorial Scholarship* Arnold and Neola Hardel Memorial Scholarship* Iver and Marie Iverson Scholarship* Pastor George J. Kundson Memorial Scholarship* Rev. Arnold J. Melom Memorial Scholarship* Gerda Mortensen Memorial Scholarship* Onesimus Scholarship* Johan H. 0. Rodvik Memorial Scholarship* Ronholm Scholarship* Rev. Lawrence and Gertrude Sateren Scholarship* Paul G., Jr., and Evelyn Sonnack Scholarship* Moms G. C. and Hanna Vaagenes Missionary Scholarship Fund* Johan L. Weltzin Memorial Scholarship* Social Work Phyllis M. Baker Memorial Scholarship* Blanca-Rosa Egas Memorial Scholarship* Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship* Steen Family Scholarship Fund for Minority Social Work Students* Bodo E Suemnig Memorial Scholarship* Edwin Yattaw Memorial Scholarship* Sociology Adolph Paulson Memorial Prize* Speech/Communication/ Theatre Arts Ailene Cole Theatre Arts Scholarship* Performing Arts Scholarship (Drama) Esther J. Olson Memorial Theatre Arts/Religion Scholarship* E We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. xperiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. Student Government is organized into the executive branch, the legislative branch, and the judicial branch. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of Through Student Government, students secure a closer relationship with and better understanding of the administration and faculty and provide input into the decision-making process at Augsburg. Student Government also sponsors and directs student organizations, protects student rights, and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Augsburg College created a program entitled Exploring Our Gifts through the generous support of the Lilly Endowment. Established in Spring 2002, the Exploring Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and work. The program will assist students in this journey by intentionally introducing vocational themes into the cumculum, cocumcular activities, service-learning experiences, and mentoring relationships at the college. Exploring Our Gifts also provides resources to encourage students to explore Christian ministry. Contact the director of Exploring Our Gifts for further information about the program. The college pastor, associate college pastor, and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. for the kind and quality of life that reaches beyond their years at Augsburg. The Christensen Center is the focus of leisure-time activity on campus. Cooper's Attic (student lounge) is a popular hangout located in the lower level. Many of the clubs that unite classroom and non-classroom related interests meet here. Student offices in this area include the College newspaper, the Echo; the yearbook, The Augsburgian; Student Government; and the Augsburg Student Activities Council. Throughout the year, a variety of social and cultural activities takes place on campus as well as in the Twin Cities. These activities include dances, films, theme events, name entertainment, and visiting personalities in various fields. The Student Activities Program creates opportunities for students to enhance their leadership skills through active involvement in developing events, activities, and organizations that serve the student community Hundreds of major programming efforts and targeted activities for specific student interests are generated through these efforts and make Augsburg a dynamic and enjoyable interactive environment. involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact the president or vice president of the student body in their offices in the lower level of the Christensen Center. Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. During 1999-2000, Augsburg men's and women's athletics marked the 75th anniversary of intercollegiate competition. Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division 111. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, track and field, and golf. INTERCOLLEGIATE ATHLETICS Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. FINE ARTS Student Life 43 The Karen M. Housh Tutor Center, located in Foss Center, Room 18, arranges The Academic Skills Center, located in Room 18 of Foss Center, is designed to offer students study-skills assistance so that they may achieve academic success. The center assists students in improving their skills in such areas as time management, notetaking, textbook reading and comprehension, test-taking, and concentration and memory improvement. Diagnostic testing is also available to assess skills in reading, vocabulary, spelling, study strategies, and learning styles. The staff will assist students in developing effective and efficient study skills. 1 ACADEMIC SKILLS CENTER Augsburg's mission focuses on student learning in the broadest sense. As an indication of the emphasis placed on student learning, the student and academic affairs offices work to bring together the student learning found in the classroom with the activities of experiential education and work, residence life, and the learning resources of the library and information technology. The following sections elaborate on facets of student life. The formal academic programs and requirements are described on page 56. At Augsburg, sports are for the average student as well as the intercollegiate athlete. The campus offers on a spaceavailable basis a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Center on page 49.) SPORTS AND RECREATION 4 4 Student Life - The CLASS staff includes disability specialists who meet individually with students to provide them with general academic support services. This includes helping students to develop the learning strategies and organizationltime management skills needed to be successful at the college level Center for Learning and Adaptive Student Services (CLASS)-The Center for Learning and Adaptive Student Services (CLASS) Program serves approximately 200 students and is recognized as a leader in supporting college students with hidden disabilities. The CLASS Program exemplifies the College's commitment to provide a high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation. Augsburg is committed to recruiting, retaining, and graduating students with diagnosed learning, attentional, and psychiatric disabilities who demonstrate the ability and willingness to participate in college-level learning. SERVICES FOR STUDENTS WITH DISABILITIES The John Evans Learning Laboratory, located in Foss Center, Room 18, offers students the opportunity to improve skills in reading, writing, and mathematics through the use of computer software, as well as to review and prepare software for tests such as PPST, MCAT, LSAT, and GRE. Tutors are available to demonstrate the uses of the software, and students are able to monitor their progress. for students to meet with tutors for content tutoring in most freshman- and sophomore-level courses. The center also notifies students of tutoring labs available and coordinates supplementary instruction sessions, in which tutors attend the classes and lead discussions after class on major concepts of the course. *Individual meetings with the physical disabilities specialist on a regularly scheduled basis *Assistancewith organization and time management issues Access Center-The Access Center provides support and specialized services to students with documented physical disabilities. The goal of the Access Center is to assist students in reaching their individual potential, to promote their independence, and to ensure their access to the educational experience at Augsburg College. Areas of assistance include but are not limited to: For more information, please contact the CLASS Program at 612-330-1053 to request a copy of the CLASS brochure andfor to schedule an appointment with a specialist. The Groves Computer Lab is designed for students with disabilities and contains computers and adaptive equipment to assist them in their academic progress. This level of individualized, academic support is possible through an endowment from the Gage family, which allows the CLASS Program to provide specialized services to its students, especially those with learning disabilities. and to acquire and refine self-advocacy skills. During the semester, specialists meet with students and take an active role to assist them with advising and registration for courses. Specialists also meet individually with students to review their documentation and determine appropriate academic accommodations. The accommodations specialist coordinates testing accommodations, note taking services, taped textbooks, adaptive technology (such as dictation and voice recognition software, book scanning software) and provides general computer assistance. For more information, please contact the Access Center at 612-330-1749. Through a system of skyways and tunnels, the majority of the Augsburg campus is accessible to those with mobility impairments ensuring access regardless of the weather. There are a variety of modified and fully accessible rooms available in the residence halls. The Access Center also provides academic accommodations for students. These include providing note takers, taped texts, typing of papers, sign language interpreters, and adaptive physical education courses. Adaptive technologies available through the center include Braille translating software, a Braille printer, CCTY TTY, Jaws, and speech recognition software. *Academic advising and registration -Housing assistance *Advocacywith faculty and staff *Assistancewith community support services and other non-academic issues McNair Scholars Program-The McNair Scholars Program is designed to prepare participants for doctoral studies through involvement in research and other scholarly activities. The goal of McNair is to increase graduate degree attainment of students from underrepresented segments TRIO programs are federal grant programs, funded by the U.S. Department of Education, which seek to help students overcome class, social, academic, and cultural barriers to higher education. TRIO programs are designed to help students prepare for college, adjust to college life, and attain good academic standing. They also help students improve their likelihood of transfer and graduation from a four-year degree program in addition to preparation for graduate school. TRIO PROGRAMS - Student Life 45 *An intensive summer student-faculty research collaboration -An academic-year student-faculty teaching collaboration .Individual and group programs to assure student academic success, including preparation for the GRE *Social and cultural activities to enrich participants' academic perspectives *Opportunities for conference travel and professional presentation of students' original research *Assistancein identifying and applying to Ph.D. programs and seelung scholarships *Graduate school fairs, and aid to visit the schools you apply to *Financial aid exploration and fee waivers for grad school application, as well as McNair designated fellowships *Activities to improve study and testtaking skills, as well as research and library skills The major components of the Augsburg College McNair Scholars Program are: Students eligible to become McNair Scholars are sophomore, junior, and senior undergraduates currently enrolled at Augsburg, who exhibit strong academic potential, and who are 1) low income and first-generation college students, or 2) members of groups underrepresented in graduate education (i.e., BlacWAfrican American, Hispanic, or American IndianIAlaskan Native), or 3) individuals from other groups underrepresented in doctoral study (e.g., women in some areas of science, persons underrepresented in other disciplines). The Augsburg McNair program serves 18 students per year. of society and to encourage these students to consider becoming college professors. 46 Student Life - The mission of the StepUP Program at Augsburg College is threefold: (1) it strives to affirm the College's commitment to provide a high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation; (2) it provides students in recovery who demonstrate the willingness and ability to participate in college-level learning with ongoing STEPUP PROGRAM Students may apply for SSS anytime after admission to Augsburg College. For more information, an application, or to make an appointment with an SSS adviser, please contact SSS program staff at 612-330-1311. *Individual academic advising and support *Financial aid counseling *Academic progress monitoring *Academic success workshops *Student leadership development *SociaVculturalstudent events *Summer Bridge program including summer term college coursework, seminars, and advising for a small group of incoming first-year students *Need-based scholarships for first and second year students participating in SSS Augsburg Student Support S e ~ c e s serves 160 students, including day and Weekend College Students. Components of the SSS program include: Student Support Services-Student Support Services (SSS) is a TRIO program designed to support students toward college retention and graduation. The program serves students who are low income, first generation college students (neither parent has a four-year degree), and students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a baccalaureate degree. Minnesota Indian Teacher Training Partnership: MNITTP is a cooperative effort between Augsburg College and the Minneapolis and St. Paul Public School D i s ~ c t sintended , to increase the number of American Indian teachers in these districts. Funded by the Minnesota State Legislature in 1990, this project is designed Intertribal Student Union: ITSU serves as a peer support group for incoming and currently-enrolled American Indian students. ITSU also organizes and co-sponsors cultural events. Other components of the program are: Assists with application process Helps students secure financial aid Nurtures students' identification as an American Indian Provides opportunities for students to learn about their heritage Provides opportunities for the campus community to learn about American Indian culture Provides academic advising and assists in the development of individual education plans The American Indian Student Services Program was established in 1978 to recruit and retain Inman students. Its mission is to provide a cultural context for American Indian students that encourages and promotes personal and academic growth and teaches students to successfully navigate Augsburg's policies, procedures and expectations. The program AMERICAN INDIAN STUDENT SERVICES study and living skills that support them in their academic progress toward a degree; and (3) it supports students in their commitment to sobriety. - The PAC serves the Augsburg College community by providing culturally conscious personal, academic, financial, preprofessional and transitional support for students of Afrikan descent. This service The Pan-Afrikan Center (PAC) traces its roots to an event held in 1968 called "One Day in May" when Augsburg hosted a series of interactive programs with the community As a result, Black Student Affairs was born. It has evolved, over the years, into the PAC. PAN-AFRIKAN STUDENT SERVICES The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. The program provides assistance in the admissions and financial aid application procedures, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. The Pan-Asian Student Services Program was created in 1992 to recruit and retain Asian-American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute t b all aspects of academic and student life. PAN-ASIAN STUDENT SERVICES as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness. For each year the student teaches, one fifth of the loan will be forgiven. student Life 47 The program advises the Latino Student Association and supports academic, social, and cultural events, as well as other activities that improve the academic and personal development of Hispanic1 Latino students and provide awareness of the unique aspects of Hispanic culture. Students find assistance in admissions and financial aid procedures, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The HispanidLatino Student Services Program offers students individualized attention in many areas, including academic support, counseling, and advocacy. HISPANICILATINO STUDENT SERVICES The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of Afrikan descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors social and cultural activities that are open to all students. The PACPASU is located in 208- 209 Murphy Place. enhances the recruitment, retention, and graduation of Pan-Afrikan students and enables their learning experience to be interactive. The PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming and is a clearinghouse for information regarding the Afnkan Diaspora and networks with the PanAfrikan community. Its motto is "Learning for all Afikan people, learning about all Afrikan people." 4 8 Student Life Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. Health Promotion Through the relationship with a skilled counselor, a student may discuss personal issues such as stress, depression, roommate problems, intimacy and sexuality drug use, family problems, motivation, transitions, breaking away from family, self-image, difficult decisions, eating concerns, etc. Professional counseling can make a substantial contribution to the educational experiences of the student by providing the opportunity for increased self-understanding and personal growth. Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of trained, experienced counselors. Counselors serve as advocates providing support and assistance with direction. Services include individual counseling, group counseling, psychological testing, assessment and referral, workshops, and consultation and outreach. Counseling CENTER FOR COUNSELING AND HEALTH PROMOTION Located on the lower level of Melby Hall, the Hoyt Messerer Fitness Center was built in 1993 and equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. It includes a weight room with universal and free weight systems. All staff, students, and faculty may use the center. FITNESS CENTER AUGSBURG COLLEGE SUPPORTS HEALTHY LEARNERS IN A HEALTHY LEARNING ENVIRONMENT! The College offers basic health care services to students through a contract with UFP -Smiley's Clinic. These services are limited. For students without health insurance, Smiley's Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley's Clinic. Students with health insurance can also access Smiley's Clinic for a variety of clinic or other health services. A student's health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. H HEALTH CLINIC SERVICES Augsburg College does not require that students have health insurance, with the exception of international students and students who participate in intercollegiate athletics. If a student is not covered by a health insurance plan, they may purchase a student policy by contacting the Center for Counseling and Health Promotion for more information. HEALTH INSURANCE (Also see Study Opportunities Abroad on page 63 and Student Teaching Abroad on page 65.) The International Student Organization (ISO) provides a forum for the interests and concerns of international students and fosters productive interaction between them, the college administration, and U.S. students. This mission is accomplished through yearly programming of events such as International Week, sponsorship of forums on international issues, and outings to sites of interest in the community. Information on how to get involved is available through ISA. New international students participate in an orientation program that provides practical information on housing, health insurance, taxes, banking, local transportation, and applying for a social security card. Students use intercultural communication theory to explore their adjustment to a new culture and education system. -Fulfilling duties of Designated School Official (DSO) for F-1 student visa program and Responsible Officer (RO) for J-1 studentlscholar exchange program -General advocacy for international students -Advising the International Student Organization *Facilitating intercultural skill building sessions for students, faculty, and staff -Celebrating diversity of cultures by increasing awareness of internationallintercultural issues Responsibilities of ISA include: The Director of International Student Advising advises international students on educational, personal, and immigration issues. Student Life 4 - Resident students have access to a 24hour computer lounge and study, 24-hour security, laundry facilities, and vending machines. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers, and Internet access. A skyway connecting the lobby of Urness and Mortensen Hall to Christensen Center keeps students out of the weather on the way to class. Living on campus offers many opportunities for learning, fun, and leadership. Research indicates that students living in residence halls earn higher grades and gain greater satisfaction during their college career. Numerous events are planned to welcome students to the community, including dances, movie nights, coffee house concerts and weeks devoted to special themes or issues. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to complete their degrees. Residence life staff are on hand to help students become acquainted with life at Augsburg through social and educational events. They are also ready to assist students who need help or friendship. Students who choose to make Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 900 students living on campus, most students and faculty greet each other by name. ;o Student Life New Hall-Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. This building is designed to provide an environment for juniors and seniors who are seeking a primarily independent lifestyle. Anderson Hall-Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds, dressers, desks, and chairs. Mortensen Hall-This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Urness Hall-All new students and some upper-class students live in Urness Hall. This 9-story high-rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Linens are not provided. Some single rooms are available. In order to secure housing, students are urged to make their enrollment deposit by June 1, as well as submit a housing deposit and contract to reserve a space. For those making enrollment deposits after June 1, housing is determined on a space available basis. During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. The College has adopted a statement of standards for student behavior and has provided for due process in matters of academic honesty, disciplinary action, grievances, and grade appeals. These are in the Student Guide. STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. MurphylsLocated on the ground floor of the Christensen Center, Murphy's features grill items, pizza, soups, sandwiches, salads, desserts, and beverages. Commons-Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle and Murphy Square. Students on board plan who live in residence halls eat their meals in the Commons. FOOD SERVICE Special Interest Housing-Special Interest Housing is available to students who are interested in creating a livingllearning environment by designing their own house system. All house members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs include Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, Hawthorne House, Preprofessional Health Association, CrossCultural House, and Step-UP Augsburg College understands that no information other than "directory information" can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg's policy is published in this catalog on page 87 and in the Student Guide distributed annually to students. FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication, and the student's Augsburg e-mail account. Students should check their campus mailbox and their student e-mail account regularly. Students should also routinely review the A-Mail, published bi-weekly on-line, and available in hard copy at locations throughout campus. OFFICIAL NOTICES Information on these policies is found in the Student Guide available from the Office of Academic and Learning Services. The College operates in compliance with the Family Educational Rights and Privacy Act. Students have the right to inspect certain official records, files, and data that pertain to them and that are maintained in the registrar's office and the placement office, and to challenge inaccurate or misleading information. For inquiries or grievances in any of the following areas, contact the director of human resources, Ground Floor, Memorial Hall 19, 612-330-1023. DISCRIMINATION COMPLAINTS Complete information about Augsburg's procedures with regard to FERPA are available from the registrar's office. that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-"directory information." It is not sufficient to ask for letters of recommendation. All correspondence should be addressed to the Office of Human Resources at Augsburg College, 221 1 Riverside Avenue, Minneapolis, MN 55454. Formal grievance procedures are described in the Student Guide. Copies are available from the Office of Academic and Learning Services. Employment Title IX (for matters based on gender or marital status) Section 504 (for matters based on physical or mental handicap) Affirmative Action (for matters based on race, creed, national, or ethnic origin). - FERPA - 87 Four-Year Assurance Program - Evaluation and Grading - 79 Assessment of Previous Learn Program - 83 Academic Progress, Probatio and Dismissal - 85 Dean's List - 85 Graduation with Distinction Commencement - 86 General Education Curriculum - 72 Graduation Requirements - 72 Skills Components - 74 Liberal Arts Perspectives - 76 Quick Check Summary of Graduation Requirements - Academic Policies and Procedures - 69 Registration - 69 Crossover Registration - 71 Withdrawal from College - 72 8 Acadeniic Organil and lPrograms Divisions ana uepartments - 5 Majors and Minors - 56 Teaching Licensure - 60 Pre-ProfessionalPrograms - 60 Honors Program - 61 Inter-InstitutionalPrograms - 6; Study Abroad - 63 Center for Service, Work, and Learning - 66 Graduate Programs - 67 Other Programs - 69 General Information - 54 Degrees Offered - 54 Academic Calendar - 54 Faculty - 55 Library and Information Technology Services - 55 Academic Advising - 56 Augsburg offers the bachelor of arts, the bachelor of music, and the bachelor of science degrees. Augsburg also offers the master of arts (in leadership, nursing, and education), the master of science (in physician assistant studies), and the master of social work degrees. DECREES OFFERED Students choose from over 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. Required courses in Christian Faith are designed to acquaint students with the Christian tradition and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop skills for participation in exercise and sporting activities. ugsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. A Augsburg graduate programs follow a trimester calendar. (See Graduate Programs on page 67.) Augsburg offers two summer school sessions. A maximum of four course credits (two per term) can be earned in the two five-week-long summer sessions. The Summer Session Catalog, published in the winter of each year, is dstributed to all students. Courses and majors offered through Weekend College are the same as their day program counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Weekend College classes meet on alternate weekends and the program follows a trimester calendar. Some classes may meet on weekday evenings. The fall trimester is held from early September through midDecember. Winter trimester meets from January through early April. Spring classes are held from mid-April through the end of June. There are 7-8 class sessions each trimester, and classes meet on weekends for three and one-half to four hours. (Refer to the program schedule for weekday evening meeting times.) Students may take from one to four classes each term. The day program calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take a course on another campus during the regular term. (See Registration on page 69 and Calendars on pages 4-7.) The Augsburg day program follows the semester calendar, with fall and spring semesters of approximately 14 weeks. Fulltime students normally take four course credits each semester. ACADEMIC CALENDAR The James G. Lindell Family Library opened at the start of the 1997-98 academic year. The four-level, 73,000-square-foot facility houses all library and information technology functions of the College. In addition to the 175,000 volume main collection, the Lindell Library includes the Gage Family Art Gallery, special collections and archives, cuniculum library, a computer lab and student computing Help Desk, library instruction classroom, and facilities for media viewing and listening. A skyway links the new building to Sverdrup Hall (the former library), which has undergone renovation to house the Enrollment Center, as well as additional computer labs and multimedia classrooms, a lounge, and vending area. LIBRARY AND INFORMATION TECHNOLOGY SERVICES Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every freshman is assigned an Augsburg Seminar adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. The heart of any educational institution is its faculty Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. FACULTY Students have access to over 180 oncampus personal computer systems. There are desktop machines in two computer labs and five computer classrooms, as well as 80 laptops that can be checked out at the IT Service Center for use in the library. Other machines are available for student use within academic departments. A campus-wide network provides access to AugNet online services as well as support for printing and internet access. Appropriately equipped student-owned machines can also be connected to the network to provide access from dormitory room. Computing Augsburg College has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. Visit Augsburg's Web site <www.augsburg.edu> for more on IT at Augsburg. lnformation Technology Resources A service-oriented staff provides students and faculty alike with assistance to meet diverse information needs including instruction in the use of the library, reference service, and guidance in pursuing research. Arrangements are made for access by students with physical limitation and special needs. Students can search a wide variety of local, regional, national, and international databases. Electronic access to the world of scholarship is also available through the Internet, and a computerized on-line catalog and daily courier service provide access to the library holdings of the seven private liberal arts colleges in the Twin Cities. Appropriately equipped laptop computers can be connected to any of several hundred data ports throughout the building to access these resources. Library Resources Academic lnformation 5 - All current students are assigned to a faculty adviser. Prior to the end of their sophomore year, students are encouraged Academic Advising orients new day and Weekend College students to the academic policies and procedures of the college and assists students on initial course selection. This office also provides interpretation of general education requirements, administers entry-level skill assessments, interprets graduation requirements, provides degreeplanning materials, and answers questions on student academic progress. Academic Advising functions as a supplement to the faculty advising system at Augsburg College. ACADEMIC ADVISING A campus-wide telecommunications system enables easy and convenient voice communication between students, faculty, and staff. Students can leave voice mail messages with any member of the faculty, administration or the staff; voice mail or call waiting are available to resident students at a modest cost. Long-distance service, billed to individual students, can be arranged for any on-campus residence phone. Telecommunications Lindell Library provides a large collection of sound recordings, video tapes and films, as well as equipment for instructional use. Audio and video tape duplication within the limits set by copyright law is available. The library supplies TV sets, VCRs, video cameras, video editing, tape recorders, microphones, slide-, overhead-, filmstrip-, and movie projectors as well as screens and carts. Facilities for classes in broadcasting are located near the communications department in Foss Center. Media Resources 56 Academic Information The college encourages students to declare a major by the end of the sophomore year, and earlier in some disciplines. Details of majors and minors are in the Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Some students decide on a major or majors before they enter college. Others explore a variety of disciplines before deciding. MAJORS AND MINORS Professional Studies-Anne Kaufman (Chair). Education, health and physical education, music, nursing, social work. Social and Behavioral SciencesDiane Pike (Chair). Business administration, economics, history, political science, psychology, sociology. Natural Sciences and Mathematics-Joan Kunz (Chair). Biology, chemistry, mathematics, computer science, physics, physician assistant studies. Humanities-Martha Johnson (Chair). Art, English, modem languages, philosophy, religion, speech/communication/theatre arts, College librarians. The College cumculum is offered by 23 departments that are grouped into four divisions for administrative and instructional purposes. DIVISIONS AND DEPARTMENTS to declare their major and select a faculty adviser by filling out a Major Declaration Form. All day students are required to meet with their academic adviser prior to registration. All students are encouraged to meet with their faculty adviser as often as is necessary. B. A list of proposed courses (minimum of nine, no more than one of which is a lower-level language course and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with a college major. Proposals will be strengthened if an example of a similar major from another institution can be identified and compared with the student's proposal. In addition, students should consult with the Center for Senrice, Work, and Learning for additional information regarding career objectives. The proposal should A. A statement of learning goals and objectives. A student-designed major program proposal must include: Students may design their own major with the assistance and approval of three advisers and subsequent final approval by the Academic Affairs Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisers, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student's proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the term before the student achieves senior status. Student-Designed Major course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree. A. The major program should include at least two-thirds of the courses required in the normal major programs of two major fields offered at the College. Students wishing to develop a transdisciplinary major are to observe the following: Students wishing to develop their own major by combining appropriate portions of two majors may consider the transdisciplinary major. This major enables students to respond to a particular career interest. While such an individually developed major may satisfy the particular interest of a student, broad majors may not be suitable for those wishing to pursue graduate study or pre-professional programs in some academic fields. Transdisciplinary Majors Contract forms with additional information about the student-designed major approval process are available from the Enrollment Center. C. A description of the studentdesigned major capstone course (INS 488: at least .5 credit, P/N option), to be taken sometime during the senior year. The student should devise the capstone course in consultation with advisers. It should require an integrative project/paper that draws together the course work up to that point and/or prepares one for further study OR an honors project (to be approved by AAC). In addition, at least one of the advisers must specifically address the rationale for the proposed capstone course in his or her supporting letter, though approval of the self-designed major program by all advisers presumes their approval of the capstone course. provide information showing how the general education perspective and skill requirements are to be fulfilled. Academic Information 57 - - p v d by Accounting General Accounting Managerial Accounting Public Accounting American Indian Studies Art Art History Studio Art Biology Business Administration Economics/Business Administration Finance International Business Management Chemistry (B.A. or B.S.) Communication Communication Artskiterature (Teacher Licensure Major) General Communication Studies Mass Communication Rhetoric Organizational Communication public Relations and Advertising Marketing Communications Human Relations Supervisory Management Listings that are shaded are offered ough both the day program and ekend College. Weekend College choose a major offered in am if they wish. They may e as many courses as possible throug end College, then finish the major program student. A change of proram is allowed once each academic year. Philosophy Computational Philosophy Physical Education Physics (B.A. or B.S.) Solid State Physics (B.S.) Space Physics (B.S.) Mathematics Metro-Urban Studies Modern Languages French German Norwegian Spanish Music Music (B.A.) Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) Nordic Area Studies International Relations In trrnational Business Health Education - (licensure, WEC only) Elementary Education ~ t u d i B Economics Economics/Business Administration Economics/Political Science (Teacher Licensure Major) A ~ ~ l i Economics ed East Asian Studies I rkt stnden* a d v i s a the departmnt &dfi of the two majors to be mm-, a d tk h m i r t t e on Student Smdfng. C Tht c u r i m m m r tse x a f h l s u r h f f a 3 p b m m r v Cmrrut FcÂ¶nsareamib&leinthtrtgbtrag~& muacr for mcb a mjm prtx to t k end B.Thcmadmsbnulddcagnand~a 58 Academic Information International Business International Relations ~eadershipStudies Linguistics Management Information Systems ist tory American Indian-S'idl'e's Art Architecture Art History Studio Art Biology Business ~dministration Chemistry ~ommunication Computer Science East Asian Studies Economics English Film Health Education mm Accounting Community Studies Crime and Community Cultural Anthropology Social Psychology Student-Designed Theatre Arts Dance and Theatre (Teacher Licensure Major) Transdisciplinary Women's Studies1 Soci~?ag SiFm w o r m Political Science Political Science/Economics (Teacher Licensure Major) Psychology Social Psychology Religion Youth and Family Ministry Russian, Central and East European Area Studies 1 -- ACTC Majors-It is possible for day students to complete other majors through the Associated Colleges of the Tivin Cities (ACTC). Students who wish to complete a major offered at one of the other ACTC 1 Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technological University. 1 Cooperative program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginninglintermediatdadvanced courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC office. Mathematics Metro-Urban Studies Middle East Studies Modem Languages 1 French German Norwegian Spanish Music Music Business Nordic Area Studies Philosophy Physical Education Physics Political Science Psychology Religion Youth and fimily Ministry Sociology Social Ministries Social Welfare Russian, Central, and East European Area Studies Special Education Theatre Arts Theatre Arts Theatre History and Criticism Dramaturgy women's S t u d i i Academic Information 59 Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten-elementarylmiddle school education with subject area specialties in one of the following: mathematics, science, communication artslliterature, social studies. This is a K-8 license for teaching at the elementary level and at the middle school level in the specialty area. Students seeking this licensure obtain an elementary education major with a subject area specialty. Licensure is also available in the following middle schooVhigh school fields: biology, chemistry, communication artslliterature, health, mathematics, physics, and social studies. This license prepares people to teach in grades 5-12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Finally, specialist licenses are available in art (K-12), vocal music (K-12), instrumental music (K-12), physical education (K- 12), and dancdtheatre with a theatre emphasis (K-12). This license prepares people to teach in grades K-12. Students seeking licensure in one of these areas also obtain the appropriate subject area major and complete the secondary licensure Teaching Licensure OTHER STUDY PROGRAMS Weekend College is not part of the ACTC consortium, and Weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. colleges must apply through the Augsburg registrar's office. Some majors may have a competitive application process with acceptance determined by the major department. 60 Academic Information - - Pre-Law-Students considering a career in law should examine the handbook published by the Association of Pre-Engineering-See engineering degree and major requirements on pages 144-145. Pre-Dentistry-These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENG, two courses; BIO 113, 114,215; PHY 121, 122; CHM 115,116 (or 105, 106), 351,352; MAT 124; PSY 105. Requirements at other universities may vary. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact Academic Advising early in their freshman year to arrange for faculty advising prior to their first term at Augsburg. Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. Pre-Professional Programs Students seeking elementary licensure have education department advisers. Students seeking 5-12 and K-12 licensure have advisers in their subject area major and in the education department. It is very important that students work closely with their advisers throughout their programs. coursework. (See Department of Education and subject area departments for more information.) Pre-Seminary-A student may enter a theological seminary with any of several Pre-Pharmacy-Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 113, 114,215,476; CHM 115, 116 (or 105, 106), 351,352; ECO 113; ENG 111, and a second course; MAT 145, 146; PHY 121, 122; electives from human anatomy (ACTC); and humanities, literature, and the arts to fulfill the semester hour requirements. Requirements at other universities may vary. Pre-Occupational Therapy, PrePhysician Assistant, a n d Pre-Physical Therapy-Coursework in preparation for these training programs should be discussed with a faculty member in the Department of Biology. Pre-Medicine-Many medical schools are encouraging a liberal arts education to prepare for study in medicine. While a major in chemistry and biology is not required to apply to medical schools, many students with an interest in the sciences choose to major in these fields. Coursework that is required by most medical schools includes: two composition courses, including ENG 111; CHM 115, 116 (or 105, 106); CHM 351,352; BIO 113, 114,215,367; MAT 145,146; PHY 121, 122. Courses recommended in preparation for MCATs: BIO 355,473,476; CHM 361. American Law Schools. Students may wish to take law-related courses to help determine their interest in law. Pre-law students should major in a discipline of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable LSAT score. - The Honors Program at Augsburg was awarded a National Science Foundation Grant to establish an Honors Computing and Communications Lab, and to put the program on a computational footing. Students entering the program as freshmen are required to take an honors version of CSC 160 Introduction to Computer Science and Communications, which establishes crisp computing and communications skills at the outset of their collegiate careers. Other courses in the program The Honors Program is designed to challenge and encourage the most academically distinguished students at Augsburg. The program combines academic and cultural components with social activities. Members of the program normally enter as freshmen, but students may enter the program as late as the beginning of the junior year. Students graduate from the Honors Program upon successful completion of the program, which is noted on the transcript. That notation provides an advantage for both employment and graduate school application. HONORS PROGRAM Pre-Veterinary Medicine-To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following science courses are required: MAT 114 or 145, CHM 1051106 or 115/116, CHM 3511352, BIO 113, BIO 114, BIO 215, BIO 355, BIO 369, BIO 476, PHY 121/122. Other non-science courses are also required. different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 111, 221; at least two semesters of history (Western civilization); one or more courses in the history of philosophy, and Greek in the junior andlor senior year. Academic Information 61 - - Associated Colleges of t h e Twin Cities (ACTC)-Full-time day students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect to take a course each semester at one of the other campuses. This program is open to sophomores through seniors. Please reference the ACTC newspaper for more details. No additional fee is required for Library a n d Media CenterThrough CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 1,300,000 volumes. Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. INTER-INSTITUTIONAL PROGRAMS Requirements center on full participation in the program and the maintenance of at least a 3.3 GPA the freshman year, a 3.4 the sophomore year, and a 3.5 the last two years. Please direct inquiries to Dr. Larry Crockett, director of the Honors Program, 612-330-1060. During the junior and senior years, students take four mini-seminars (one full course credit upon completion), one each semester, and participate in a six-week Monday Forum Program each term. Seniors take a senior seminar which satisfies a perspective requirement, and are required to complete an approved honors project. Some seniors satisfy this requirement by serving on the Augsburg Honors Review, a yearly journal that publishes outstanding student papers. make use of these computing skills in laboriented sequences exploring literature, writing, history, religion, philosophy, and social and natural science. 62 Academic Information Note: A maximum of one full Augsburg course credit of military science studies Naval ROTC-Augsburg students may participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the registrar's office. Army ROTC-Augsburg day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the registrar's office. Air Force ROTC-Augsburg day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two- and three-year AFROTC scholarships. For more information, contact the registrar's office. Higher Education Consortium for Urban Affairs ( H E C U A ~ - A U ~ Sin ~U~ cooperation with 17 other colleges and universities, offers off-campus study semesters in Scandinavia, South and Central America, and the Twin Cities. (See HECUA programs on page 65.) Weekend College students may not participate in the ACTC consortium program. such an exchange, except for private instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students between the campuses. Students receive advice on selecting programs that best fit their academic, career, and personal objectives. Assistance is provided with application, course registration, financing, and travel arrangements. Orientation and re-entry programs assist students in integrating the experience abroad into their coursework and personal lives. Study abroad is an integral part of several majors at Augsburg and will add an international dimension to any academic program. Courses abroad can fulfill major, general education, and graduation requirements when approved by academic advisers and department chairs before departure. Academic Requirements and Credit An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas experience. Through study abroad students may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Namibia, examine Scandinavian perspectives on world peace in Norway or thrill to the sounds of The Magic Flute at the Viennese state opera house. Study abroad provides opportunities to develop critical thinking skills, strengthen language competencies, further career paths, experience different cultures, and gain knowledge about the increasingly interdependent world. OPPORTUNITIES FOR STUDY ABROAD may apply toward the total credits required for graduation. Additional military science credits beyond the one credit allowed will be classified as non-degree credits. The center's study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other participants in a community house, spending several days in a rural setting, and several weeks living with host families. They also travel together on two-week seminars-from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equiv- The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The Center for Global Education The cost of many programs is equivalent to full tuition, room, and board for a semester on campus. Financial aid is granted on the same basis as on-campus study. Cost estimates are drawn up to assist the financial aid office in awarding aid to students studying overseas. Costs and Financial Aid The deadline for application is Oct. 15 for off-campus study during spring term and April 1 for off-campus study during fall and summer terms. All students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off campus. Although foreign language skills are an asset, they are not required. Since it takes some time to prepare for studying abroad, students should start planning during their freshman and sophomore years. Eligibility and Application Academic Information 63 -- - - This program introduces students to the key issues facing the Central Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. Course credit may be earned in Spanish, religion, history, and economics. Augsburg application deadline: April 1for fall, Oct. 15 for spring. Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua)-Fall or Spring This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and empowerment of women. Students engage in gender analysis of key social, economic, political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of race, class, and gender, and learn first-hand from both women and men who are involved in struggles for sustainable development and social change. The program offers credit in religion, interdisciplinary studies, political science, and Spanish. Augsburg application deadline: April 1. Crossing Borders: Gender and Social Change in Mesoamerica (Mexico) Fall alent to full tuition, room, and board for one semester on campus, plus airfare. (Some travel scholarships are available for Augsburg students.) 64 Academic Information This program examines these crucial issues from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonialization. South Afnca had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by the rapid process of globalization in today's world, the challenges posed by under and unequal development, and the long-term project of decolonizing the mind. Credit is available in history, religion, political science, and Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia) Spring This program introduces students to the socio-economic and political issues of the region with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Credit is available in Spanish, history, political science, and religion. Augsburg application deadline: Oct. 15. Social and Environmental Justice: Latin American Perspectives (Mexico)Spring This intensive program of travel and study is designed to introduce participants to the central issues facing southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Credit is available in history, religion, political science, and interdisciplinary studies. Augsburg application deadline: April 1. Multicultural Societies in Transition: Southern Africa Perspectives (Namibia)-Fall This interdisciplinary program, with travel to Guatemala and Ecuador, provides an overview of history, culture, economy, and politics of these regions. Students study theories and models of development and explore their usefulness in understanding the regional and global context. Augsburg application deadline: April 1. Politics, Development and the City: Guatemala and Ecuador- Fall This interdisciplinary program focuses on contemporary Scandinavian society, culture, and language and the development of cities, urban problem solving, and urban life. Local, regional, and international field study and site visits in other countries, including the former Soviet Union, will provide comparative perspectives on welfare states and global politics. Application deadline: April 1. Scandinavian Urban Studies Term: Norway-Fall For more information on international HECUA programs, see the listings under International Studies; and for non-international programs, see Metro-Urban Studies under Interdisciplinary Studies. Augsburg, in consortium with other colleges and universities, offers programs through HECUA in four different full semester programs in Norway, Ecuador, Ireland, or Guatemala. All programs emphasize the impact of the social change and cross-cultural factors on the human community. HECUA programs emphasize intense language experience, internships, and field trips. Higher Education Consortium for Urban Affairs (HECUA) interdisciplinary studies. Augsburg application deadline: Oct. 15. Selected education department students may participate in the International Student Teaching Abroad The "Northern Ireland: Democracy and Social Change" program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Application deadline: Oct. 15. Northern Ireland: Democracy and Social Change-Spring Through fieldwork and hands-on projects, students explore the impact of global development on local culture and environment and the response of indigenous communities in Guatemala, with travel to Cuba or another Latin American country. Augsburg application deadline: Oct. 15. Environment, Economy, and Community in Latin America: Guatemala and Cuba-Spring This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community-based organization with study of the community development process and increase language skills. Students study philosophical and ideological perspectives of a variety of community agencies or groups working with or for low-income and other disenfranchised populations in Latin America. Application deadline: Oct. 15. Community Internships in Latin America: Ecuador-Fall Academic Information 6 - Service- and work-based experiential education opportunities are closely related to students' coursework, majors, andlor career interests. Learning opportunities may be in non-profit organizations, schools, government agencies, community- The Center for Service, Work, and Learning is a comprehensive center incorporating an experiential educational focus emphasizing the importance and value for all students to engage in serviceand work-based learning experiences throughout their college years. The center encourages students to take advantage of Augsburg's metropolitan location through the highly successful servicelearning, internship, and career planning programs that link the College's academic programs to community organizations and businesses. THE CENTER FOR SERVICE, WORK, AND LEARNING May and summer courses to many parts of the world enable students to earn credit through short-term travel. Contact the Global Studies office for the most current list of programs. May/Summer Abroad Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMorris. Additionally, International Partners has student teaching options available in Norway. Students have options for student teaching in dozens of countries through the International Independent School Network. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Department of Education student teacher coordinator. 56 Academic Information An academic internship is a carefully planned, service- or work-based learning Academic Internships The service-learning program also works closely with the student-directed Augsburg LINK, residence hall directors, and campus ministry. Augsburg's Community ServiceLearning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences. A key component of community service-learning includes reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. Through connecting classroom content with service, Augsburg students learn from and about the organizations where they serve and deepen their understanding of course knowledge. This dynamic and interactive educational approach employs reciprocal learning between the students and the community. Community service-learning examples include tutoring at schools and literacy centers, volunteering at homeless shelters, Habitat for Humanity, and community centers, or working with cultural and environmental groups. Community Service-Learning The Center for Service, Work, and Learning includes the following programs: The underlying assumption is that a liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds breadth and depth to the liberal arts curriculum and assists students in making more informed academic, personal, and career decisions. based organizations, small and mid-size companies, and large corporations. Cooperative Education is a non-credit transcript notation for paid work experiences related to a student's major or career objective. The goal is for students to apply theory to practice in a work setting. Job opportunities typically are part-time during the academic year and/or full-time in the summer and can begin and end anytime. Students must register for the non-credit transcript notation (GST 009), set learning goals and evaluate their experience. The director of the Center for Service, Work, and Learning supervises co-op transcript notation work experiences. Cooperative Education A maximum of four courses of internship may count toward the total courses required for the degree. Internships are available in all majors and can be taken during a semester (or Weekend College trimester), or summer sessions. Inter-disciplinary internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 79. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Upper division internships are numbered 399 and lower division internships are numbered 199 (see page 91). experience where a student focuses on specific academic and individual learning objectives. Academic credit is received for the learning derived from the experience. A learning agreement plan, negotiated with a faculty supervisor and work supervisor, outlines the internship objectives, strategies, and evaluation methods. The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches at situations, issues, and problems relevant to organizational leaders. Augsburg's program recognizes that today's leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program operates on alternate Saturdays. Augsburg College offers five graduate degree programs: the Master of Arts in Leadership, the Master of Social Work, Master of Arts in Nursing, Master of Arts in Education, and the Master of Science in Physician Assistant Studies. Catalogs for each degree program should be consulted for complete information. GRADUATE PROGRAMS Career services are available to all students. Seniors are especially encouraged to attend the annual private college job fair with recruiters representing business and the nonprofit and government sectors or the education job fair. Career Services is committed to assisting all students with choosing majors and making career and vocational decisions. This process is an important part of a student's development while attending college. To aid students in this process, Career Services provides students the opportunity to actively participate in personal and career assessments and one-on-one career counseling/plaming, assists students with internship and job search strategies, and connects students to campus, community and alumni resources. Career Services Academic Information 67 - Within the framework of a Christian liberal arts education, the Master of Arts in Nursing Program is designed to prepare nurses for advanced transcultural and community health nursing practice in a global community and across care settings, with particular emphasis on addressing health A dual degree (Master of Social Work and Master of Arts in Leadership for Mission) is also available and is offered in collaboration with Luther Seminary. The dual degree is designed to meet the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities. The family practice concentration prepares students to work with families and individuals within families, across the full range of contemporary social work practice settings. The program development, policy, and administration concentration has been developed in response to the growing demand for creative leadership and administration of policies and services that respond to human need. There are two concentrations: family practice or program development, policy, and administration. Students choose one of the two concentrations for their program focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change and a holistic, strengths-based, problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The Master of Social Work (MSW) prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College's mission to nurture future leaders in service to the world. I 58 Academic Information The Master of Science in Physician Assistant Studies (MSPAS) is designed for students interested in careers as health care providers. The mission of the program is based on a foundation of respect and sensitivity for the cultures and backgrounds of, and is oriented toward providing care to, underserved populations. Students are well educated in current medical theory and practice in primary care medicine. All physician assistants must have a supervising physician to practice. The program is three years long with classes held Monday through Friday during the day The Master of Arts in Education (MAE) is a new program (starting Fall 2002) that offers initial licensure coursework at the graduate level in elementary education, secondary education, and special education: EBD. Students are able to take up to six licensure courses at the graduate level and complete their licensure programs with a combination of graduate and undergraduate coursework. Students can then apply their graduate level licensure courses to complete a master's degree program. Students will complete their master's degrees through a combination of MAL coursework and graduate level education coursework (total of nine courses). Licensed teachers also can pursue special education: EBD licensure at the graduate level. The program is available through the Weekend College schedule, and the admissions process begins with the Weekend College Admissions office. For further information, contact the Education Department or the Weekend College Admissions office. disparities. The curriculum is grounded in nursing science, public health principles, theory-guided practice, and transcultural care. Classes meet on an every other week or one weekend a month basis in Rochester andlor Minneapolis, Minn. The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Cana&an/U.S.relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. Canadian Program Contact the Office of Continuing Studies at 612-330-1628 for information about current and upcoming programs. New programs are developed through collaborations between academic and college departments that include Youth and Family Institute, Social Work, Education, and the Office of Continuing Studes. Other organizations including the Minneapolis and Saint Paul Public School Districts, the Department of Children, Families, and Learning, and the College Board have developed programs through the Office of Continuing Studies. The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College. Continuing Education Program OTHER PROGRAMS information 69 To register for more than 4.5 course credits, students must contact the Enrollment Center to petition the Committee on Student Standing unless the following apply: cumulative GPA of 3.0 to 3.49 may take a total of 5.0 course credits; cumulative GPA of 3.5 or greater may take Full-time day students normally register for four course credits per semester. Students registered for three or more course credits in a semester are classified as full-time students. Students registered for two course credits are classified as halftime students. A student must be registered for a course to receive credit for it. LI REGISTRATION To obtain further information about the program or to request a catalog, call 612330-1139 during Tuesday and Wednesday office hours (10:OO a.m. to 2:00 p.m.). To ask questions or to schedule a program, call Karen A. Lindesmith, program director, at the above number. Augsburg College demonstrates its commitment to lifelong learning through its College of the Third Age. For more than 25 years this program has brought classes in the liberal arts and the humanities to mature learners in the Twin Cities metropolitan community Approximately fifty retired professors are available to teach one class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists 200 classes available for group study only (Note: For individual study, call the Admissions Office at Augsburg College at 612-3301001.) College of the Third Age Academic - Weekend College students may add individual classes to their current schedule and/or withdraw without notation through Friday after the first class weekend. The signature of the instructor is required to add a class after the class meets. Students may petition the Committee on Student Standing for permission to add a class through the Thursday prior to the second class weekend. There is a fee for this petition. The last day to petition to add a class Day students may add individual classes to their current schedule and/or withdraw without notation up through day 10 of the term. The signature of the instructor is required to add a class after the class meets. From day 11 through day 20, students may still petition the Committee on Student Standing for permission to add a class. There is a fee for this petition. Day 20 is the last day to petition for adding a class. Although new day students may register up to five days after the semester begins, registration is encouraged at the regularly scheduled time. Reference the ACTC Joint Class Schedule for the Day school calendar and the WEC Class Schedule for the WEC school calendar. Weekend College students typically register for one or two course credits each trimester. Students registered for at least two course credits in one term are considered full time for that term. Students registered for one course credit are considered half-time for the term. a total of 5.5 course credits without petitioning. All overload registrations must be done at the Enrollment Center in person. Please note: there is an additional tuition charge for course loads over 4.5 course credits (this includes combining the credit load from both the day and WEC programs). 70 Academic Information Office of Weekend College-412330-1782 Academic Advising-612-330-1025 Enrollment Center412-330-1046 Specific information on registration and help with registration on other campuses are available from these offices: Summer session, Weekend College, and graduate program courses are published in separate schedules. A joint class schedule is published each spring by the Associated Colleges of the Twin Cities, listing courses and their locations at the five colleges for the following academic year. Individual school course listings are also available through the web and should be checked to verify the correct meeting times and room assignment. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. Some late course registrations may be subject to additional late fees. Separate rules apply to Summer School. Rochester students may add individual classes to their current schedule andlor withdraw without notation through Monday after the first week of classes. The signature of the instructor is required to add a class after a class meets and it must be processed through the Enrollment Center. Students may petition the Committee on Student Standing for permission to add a class through the Friday prior to the second week of classes. There is a fee for this petition. The last date to petition to add a class is the Friday before the second week of classes. is the Thursday prior to the second class weekend. The WEC program is not part of the ACTC (Associated Colleges of the Twin Students have registration priority in their home program. Crossover registration begins only after the open web registration period closes for both programs. A schedule is published on the registrar office web page. There is a special crossover registration form that must be processed at the Enrollment Center. This registration option is not available by web. Day students taking over 4.5 credits will pay the day part time rate for any credits over 4.5 in their combined day/WEC load (Spring day term will include both Winter WEC and Spring WEC). The maximum number of credits that may be included in the day full time tuition rate for students who cross-register is 4.5 . Students will be charged the rate of their home program for courses in which they enroll outside their home program. The rate will be based on the maximum credit load they are canying on any calendar date over the span of the two terms. For example, a day program student taking 2.0 credits in the day program, and 1.0 credits in the WEC program, will be considered full time and will be charged the full time day program tuition rate. A WEC student taking 2.0 credits in the WEC program, and 1.0 credits in the day program, will pay the WEC tuition rate x 3.0 credits. Every Augsburg undergraduate student is admitted to a "home program," either day or Weekend College. It is expected that students will complete most of their degree requirements through their home program. However, students may register for no more than 1.0 credit per term outside their home program. Enrollment will be based on class availability Crossover Registration Policy - The primary method of registration will be via the web through AugNet during the open registration period. Please reference the ACTC Newspaper for specific dates. Day students will be issued new PINS each term prior to registration from their assigned faculty adviser (please reference the Personal Info screen on your AugNet account for your assigned Faculty Weekend College students may register during the designated time prior to the start of each term. All day students are required to meet with their academic adviser prior to registration. Freshmen and transfer students may register during summer for courses in the fall. All currently enrolled day students may register during the fall for the spring term and during the spring for the fall term. Registration Students may apply to change their "home" program by filling out a Change of Program form available at the Enrollment Center. The change will take effect the following term. Changes are limited to one each academic year. Change of Program Any undergraduate student taking a graduate level course must have special permission from the faculty director of the program in which they wish to enroll. Undergraduate students enrolled in graduate courses will pay the graduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay the rate of the program in which the course if offered. Cities) tuition exchange program. WEC students may NOT crossover to attend ACTC courses. Academic Information 7 Former Augsburg students, re-admitted to complete a degree after being away from the College for at least one calendar year, have a choice between using the catalog in effect when they first enrolled, if possible, or using the catalog in effect at the point of re-admission. Some departments will not accept coursework taken more than seven to ten years ago. Students must meet all of Re-Admitted Students Students are responsible for keeping the registrar's office informed of their current mailing address. Students are urged not to abandon courses for which they are registered because this will result in a failing grade on their official academic record. Cancellation of courses or withdrawal from the College must be completed in the Registrar's Office. A Withdrawal from the College form may be obtained at the Enrollment Center. Withdrawal from College cannot occur during final examination week unless a petition is approved by the Committee on Student Standing. Withdrawal from College and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar's office. Withdrawal from College Once the open registration period closes, returning students registering for the first time for the coming term will be assessed a late registration fee. The Enrollment Center will process all registration forms after the web closes. Advisor). The Enrollment Center is also available to process registration forms. Note: Web registration may not recognize prerequisites fulfilled in transfer work. In these cases, please process your registration at the Enrollment Center. 72 Academic Information All degree and course requirements must be completed and v e d e d in the registrar's office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). Each student must apply for graduation at the end of their junior year. Students should apply before the start of their last academic year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center. Students who enter an academic program with a baccalaureate or higher degree should contact the registrar's office about specific requirements for a second baccalaureate degree or for the equivalent of a major. See page 23 in Undergraduate Admissions-Special Students (Second Degree). Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. The responsibility for seeing that all degree requirements are satisfied rests with the student. All students are required to file a graduation application with the Registrar's Office one year prior to graduation. GRADUATION REQUIREMENTS the requirements in effect under the catalog they choose. Choosing to complete graduation requirements under the current catalog will require re-evaluation of prior coursework, including transfer credit, to determine its applicability to the current catalog requirements. 3. Augsburg Seminar (AUC 101)All students who enter the College as freshmen in the weekday schedule program must satisfactorily complete fall orientation and the Augsburg Seminar. See the program section on the Augsburg Seminar for a full description. 2. Completion of a MajorRequirements for each major are listed under the departmental headings. No more than these maximums may be applied toward the 32 total course credits required: two courses by independent/ directed study; four courses of internship; and six course credits with a grade of Pass (P). Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no more than one course credit with a P grade toward a minor. The Departments of Education and Social Work are examples of departments that allow students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching or field work practicums). 1. Completion of 32 course c r e d i S N o more than 13 course credits may be in one department, except in certain approved majors: accounting (B.A.) 14; music education (B.M.) - 17; music performance (B.M.) - 20; music therapy (B.S.) - 17; and social work (B.S.) - 15. Degree requirements include completion of a minimum number of credits, a major, the Augsburg Seminar (AUG 101), at least one Augsburg Experience, a minimum GPA in major(s)/minor(s) and in total course work, residence, and general education courses, including lifetime sports. Requirements For Undergraduate Graduation: - 5. Grade Point Average-2.0 for most majors. A minimum grade point average of 2.0 is required for all courses taken and specifically for all courses that apply toward a major or special program. Some majors, licensure, and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, and social work.) See the departmental section for details. An Augsburg Experience integrates experiential learning with academic learning. It demonstrates enhanced learning and reflects research and best practices in experiential education. Approved Augsburg Experiences meet two criteria: (1) Integrates experiential learning with academic learning and (2) Links on-campus learning to the goals, mission, needs or ideas of off-campus people, organizations and/or communities, either through community partners, professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside of the regular class schedule. The length of time required, credit/no-credit status, and grading options for approved Augsburg Experiences will vary 4. Augsburg Experiences-All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College's commitment to experiential education and active participation in the broader community, both locally and globally Four categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships, faculty-student research, community service, and study abroad. Academic Information 73 - Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the math placement assessment. Students may retake the Math Placement Assessment once during their first term of enrollment. Students are required to take the assessments before registering for the first term and should achieve MPG 3 by the end of their first year at Augsburg. Take entry level skills assessments and satisfy requirements. Freshmen (all students entering Augsburg with fewer than seven college credit courses) and sophomore transfer students with fewer than 13 courses: Placement in writing, math, modem languages, and critical thinking courses is determined by the assessments. These tests are a prerequisite for (not completion of) graduation skills course requirements. The entry level skills tests are inventory assessments in: Writing Mathematics Critical thinlung Modem Languages Entry Level Skills Requirements SKILLS COMPONENT 6. Residence-The last year of fulltime study or equivalent (no less than 7 of the last 9 creditslrequirements) must be completed at Augsburg or within an approved ACTC exchange program. No less than a total of 9 credits are to be taken at Augsburg College. Contact the registrar's office if an official interpretation is needed. Some departments have a minimum number of courses that are required to be taken in residence within the major and minor. Consult the catalog description of the major/minor or the chairperson of the department. 74 Academic Information Advanced transfer students are required to satisfy all the Graduation Skill course requirements, except one writing skill course. Those who have not passed the equivalent of ENG 1 11 Effective Writing course must take the entry level test in writing. Augsburg's entry level test in writing will determine placement in an appropriate writing course. Transfer students who enter with 13 credits or more, or an A.A. degree accepted in transfer, are exempt from critical thinking assessments. Advanced Transfer Students Freshman and sophomore transfer students will be required to satisfy all of the Graduation Skill course requirements. The BYU-CAPE assessment is offered to students who have had at least a year of Spanish, French, or German language studies in high school. The CAPE is a web based language assessment designed to assess and place students at the appropriate course level for language study Students interested in waiving the modem language requirement must complete this assessment and place at the 311 level or above. Students who have college credit for a critical thinking or logic course are exempt from the critical thinking inventory. Effective Writing or its equivalent is required. Students who do not satisfy the entry level skill in writing will be required to take ENG 101 Developmental Writing before ENG 11 1 Effective Writing. Freshmen should complete the writing requirement before the beginning of their sophomore year. Attendance the first day of class is required for both ENG 101 and 111. General education includes enhancement of certain skills during the years in college. Skills related to writing, critical thinking, speaking, and quantitative reasoning are deliberate components of certain courses. Course work in a modem language other than your native language is also required. Completion of the requisite courses with a minimum grade of 2.0 or P is required for graduation. Students Graduation Level Skills Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. Students in MPG 1may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student's MPG. A grade of Pass, 2.0 or higher is required to advance to the next math level. All students are required to have their MPG determined. In some cases, students who have transferred in a mathematics course taken at another college may have their MPG determined by the Registrar's Office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during college registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Mathematics Requirement - All Writing Skill courses have the prerequisite of ENG 111, all Quantitative Reasoning Skill courses have the prerequi- Students whose native language is not English and whose score is below the minimum on the ESL placement test must fulfill the English as a Second Language (ESL) requirement. The requirement is satisfied by successfully completing the ESL course(s) and achieving a score above the minimum on the ESL placement exam. Students who complete the ESL requirement fulfill the modem language graduation skill requirement. Contact Academic Advising or the English Department for additional information. There is a seven-year time limit on language courses presented for transfer and automatic waiver. Hearing students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the skill. Requirements for the Modem Language Skill are determined by placement test. For a language previously studied, successful completion (minimum grade of 2.0 or P) of one language course at your placement level (112 or higher) satisfies the requirement. For a language not previously studied, successful completion of 111, 112 is required (i.e. sequential courses in the same language). Students whose placement test is at 311 or higher will be exempted from further language study. are required to have two courses with Writing Skill components (at least one within the major) and one course each with Critical Thinking, Speaking, and Quantitative Reasoning Skill components. These courses can simultaneously satisfy skill requirements and graduation requirements for the major andlor general education perspectives. Academic lnformation 75 Extend knowledge in liberal arts, especially outside of one's major disciplinary field. This is done by 1) reflecting on the importance and meaning of spirituality in their lives and the distinctiveness of Augsburg as a college of the Lutheran Church in the city; 2) reflecting on diversity through intercultural awareness; 3) reflecting on areas associated with liberal arts, including aesthetics, human identity, The goal of the Liberal Arts Perspectives is to help students think systematically about what it means to be a human. Perspectives courses should: The General Education program consists of the first-year Augsburg Seminar for day freshmen, the Augsburg Experiences, the liberal arts perspectives, and the graduation skills. A primary objective is to develop lifelong learning in the context of the liberal arts and the mission of the College. GENERAL EDUCATION Lifetime sports are non-credit courses and are not included in the 32-course requirement. Two different lifetime sports are required. Students who are not health and physical education majors or in intercollegiate athletics may test out of one lifetime sport. Students may demonstrate proficiency in one of a selected list of lifetime sports. There is a fee to take the lifetime sport proficiency test. Students must satisfy the second lifetime sport requirement by enrolling in a lifetime sport course. Lifetime Sports site of Math Placement Group 3, and all Critical Thinking Skill courses have the prerequisite of passing the entry level Critical Thinking Assessment or GST 100. 76 Academic Information - Up to three courses in religion may be used to meet the perspective, The Character and Mission of Augsburg College: The Christian Faith. 4. No student may count more than one course from the same department in meeting the requirements of any single perspective emphasis area except: 3. No student will be permitted to count more than three courses from the same department in meeting perspective requirements. 2. No single course can fulfill the requirements in two or more categories. 1. A student will choose a minimum of one course from each required perspective category. Students will choose from a list of courses meeting the Liberal Arts Perspectives, available on-line and from the registrar's office. These choices are controlled by the following policies: The general education Liberal Arts Perspectives have the primary goal of providing the basis for beginning to understand what it means to be human. The goals of the perspectives are achieved through a variety of courses that have been approved as meeting the criteria established for each perspective. LIBERAL ARTS PERSPECTIVES The General Education program should also teach students the skills expected of a college graduate in writing, critical thinking, speaking, and quantitative reasoning. Develop an appreciation of the role of service to society. Demonstrate connections between liberal arts and the major field of study. the social world, natural world, and westem heritage. Transfer students entering with 24 or more course credits will be required to take one course from area 1 or 2 in the Christian Faith Perspective while registered at Augsburg. Transfer students entering with 13-23 course credits will be required to take two courses from two different areas in the Christian Faith Perspective while registered at Augsburg. Area 1 is biblical studies, Area 2 covers Christian theology, and Area 3 includes the study of values or religions outside the Christian faith. Three course credits are required to meet this perspective except for the following: Christian Faith (CF 1, 2, and 3 ) This perspective focuses on Augsburg as a college of the Evangelical Lutheran Church in America. As a college of the Church, Augsburg accepts as a basis for its educational program the doctrines of the Christian faith as revealed in scripture and the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian Scriptures, theological concepts, ethical values, their own faith and values, and religious concepts outside of the Christian faith as part of becoming educated. Perspective: The Character and Mission of Augsburg College: The Christian Faith THE EIGHT LIBERAL ARTS PERSPECTIVE REQUIREMENTS Up to two courses in a year-long sequence of approved natural science courses may be used to meet the perspective, The Natural World. - - Two course credits from different departments are required to meet this perspective. One course is required to meet this perspective for transfer students entering with 13 or more course credits. Western Heritage (WH 1 and 2) This perspective is intended to help students critically examine tliemes (found, for example, in literature,' philosophy, and the arts) and events that have historically shaped Western civilization. Attention should be paid to the contributions of and to critiques of Western thought by women and ethnic minorities. Perspective: Western Heritage One course credit or experience is required to meet this perspective. The City (C) This requirement must be covered either by specific courses, by internship and education experiences, or by designated or college-approved non-credit experiences (such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by a GST 209 seminar related to the perspective. This perspective focuses on the College's location in the heart of a metropolitan area. From this perspective, students should gain an understanding of and critically reflect upon the city with its diverse populations, cultural, governmental and economic institutions, and opportunities and challenges. In addition, students should experience the community and should explore opportunities for service in the community Perspective: The Character and Mission of Augsburg College: The City Academic Information 77 This perspective is intended to help students understand themselves in relation to the physical world. Their active role as observers, explorers, and moral agents will be emphasized. Sufficient technical training in scientific knowledge, concepts, and methods will be provided to equip students for critical and intelligent participation in public debates on technical issues. One course credit is required to meet this perspective. One course must focus on current theories and methods of a social science. Two course credits from different departments are required to meet this perspective. One course is required to meet this perspective for transfer students entering with 13 or more course credits. Social World (SW 1 and 2) This perspective is intended to help students learn to identify, examine, and critique social, economic, or political systems: to understand how and why such systems develop, to see the connections among these systems, and to use this knowledge as a participant in society Two course credits from different departments are required to meet this perspective unless an approved one-year sequence is taken. One course is required to meet this perspective for transfer students entering with 13 or more course credits. Natural World (NW 1 and 2) Perspective: The Natural World Aesthetics (A) Perspective: The Social World The study of a specific, non-Western culture and how that culture has shaped the world. One course credit is required to meet this perspective. Aesthetic creations convey fundamental insights and values, express beauty, and enhance life. This perspective focuses on aesthetic qualities in artistic expressions by oneself and others. Perspective: Aesthetics One course credit is required to meet this perspective. Intercultural Awareness (IA) This perspective is intended to complement the Western Heritage Perspective by expanding students' awareness of other cultures. One course is required in which students study a specific, non-Western culture and how that culture has shaped the world. In this course students critically reflect upon ways their own cultural biases operate when confronting other cultures. This perspective is intended to help students view themselves as people with unique abilities, values, beliefs, experiences, and behaviors. Human ldentity (HI) Perspective: Intercultural Awareness Perspective: Human Identity 78 Academic Information - In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading Certain courses have restrictions and are offered on one grading system only (e.g., lifetime sports are graded only P/N). See P/N limitations under Graduation Requirements, page 73. P-graded courses do not count toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for graduation with distinction. Transfer students should be especially aware of this kequirement. Unacceptable performance (no credit for the course) Performance below basic course standards Meets basic standards for the course Achieves above basic course standards Achieves highest standards of excellence An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade Form with the Registrar's Office that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that apply to course comple- Grades of P (Pass) or N (No credit) are not computed in the grade point average. 0.0 1.0 Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. Maximum number of course credits taken P/N that may be applied to graduation is six course credits with a grade of Pass (P). 2.0 3.0 4.0 Numeric grades are used with these definitions: Numeric Grades In order to receive a grade of P, a student must achieve at least a grade of 2.0. Students who choose the P/N option are cautioned: Pass/No Credit Most courses are offered with grading options-traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. EXPLANATION OF GRADES option. Any changes in choice of grading system must be made according to dates published each term. All changes in grading option that are made after initial registration require the signature of an adviser or the instructor. Academic Information 79 Writing Music Education (B.M.) . . . . . . . . .17 Music Performance (B.M.) . . . . . . .20 Music Therapy (B.S.). . . . . . . . . . . .17 Accounting (B.A.) . . . . . . . . . . . . . .14 No more than 13 courses may be in any one department, with the following exceptions: O Complete 32 course credits. Of these: of three. O Two different lifetime sports. O Achieve a Math Placement Group score .Modern Languages Critical Thinking Mathematics D Satisfy entry level skill requirements in: Augsburg Seminar (see page 98). (Sophomore transfer students are exempt from the Augsburg Seminar.) O Complete the fall orientation and All new freshmen and all freshman and sophomore transfer students must complete the following requirements prior to graduation (transfer credit may apply to these requirements): This quick-reference checklist is an abbreviated version of the general education curriculum requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the complete degree requirements that begin on page 72. Students are advised to read carefully the full graduation requirements and to consult frequently with their advisers to ensure that all requirements for graduation are met. 80 Academic Information - One course with a Critical Thinking component Two courses with Writing components (one within the major) the following Graduation Skills with a minimum grade of 2.0 or P. (These requirements may be met with courses in the major or perspectives.) O Complete courses designated to fulfill following perspective requirements-one course for each perspective. No more than three courses from the same department may be used to fulfill perspective requirements. Three Christian Faith Perspectives from different areas One City Perspective Two Western Heritage Perspectives, each from different departments One Human Identity Perspective One Aesthetic Perspective Two Social World Perspectives, each from different departments One Intercultural Awareness Perspective Two Natural World Perspectives, from different departments unless a yearlong sequence is taken (CHM 100 & 101; CHM 105 & 106; CHM 115 & 116; PHY 121 & 122; SCI 110 & 111) Cl Complete courses that fulfill the point average in major, minor, and in total courses completed. O Maintain minimum cumulative grade D Complete a major. Experience. O Complete at least one Augsburg All students are required to file a graduation application with the Registrafs Office one year prior to graduation. 0 Complete a major. Experience. One course with a Quantitative Reasoning component One course with a Speaking component Other maximums are described on page 73. 0 Complete at least one Augsburg Two Modem Language Skill courses, other than your native language One course with a Critical Thinking component One course with a Writing component within the major following Graduation Skills with a minimum grade of 2.0 or P (These requirements may be met with courses in the major or perspectives.) 0 Complete courses that fulfill the One Natural World Perspective One Intercultural Awareness Perspective One Social World Perspective One Aesthetic Perspective One Human Identity Perspective One Western Heritage Perspective One City Perspective Two Christian Faith Perspectives (one Christian Faith Perspective for transfer students entering with 24 or more course credits) D Complete courses that fulfill the following perspective requirements: D Maintain minimum cumulative grade point average in major, minor, and in total courses completed. Social Work (B.S.) . . . . . . . . . . . . . .15 Music Therapy ( B . ) . . . . . . . . . . . .17 Music Performance (B.M.) . . . . . . . .20 Music Education (B.M.) . . . . . . . . .17 Accounting (B.A.) . . . . . . . . . . . . . .14 No more than 13 courses may be from any one department, with the following exceptions: No more than three courses from the same department may be used to fulfill perspective requirements. 0 Complete 32 course credits. Of these: Ci Achieve a Math Placement Group score of three. 0 Two different lifetime sports. writing. 0 Satisfy entry level skill requirements in All transfer students (entering with 13 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these requirements): One course with a Quantitative Reasoning component One course with a Speaking component Two Modem Language Skill Courses, other than your native language Academic Information 8 - A course in which a grade of 0,0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record. Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. tion. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student's program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. 12 Academic Information Seniors-24 course credits completed. Juniors-16 course credits completed. Sophomores-7 course credits completed. Students are classified when grades are posted at the end of each term. Classification *Courses with 0 to 4 grade assigned GPA = Total grade points divided by number of credits attempted.* The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: Grade Point Average Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time day students may audit a course without charge. The charge for part-time and Weekend College students is listed under Weekend College Costs in the Financing Your Education section on page 27. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Auditing Courses Advanced Placement Program Test (AP)-The Advanced Placement Program Test may allow students who have scores of 3 , 4 , or 5 on the CEEB Advanced Placement Test to receive college credit for selected courses. A score of 4 or 5 is required on the AP Language and International Baccalaureate Program (IB)-Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. Departmental guidelines are available at the Registrar's Office. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts cumculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student's previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. ASSESSMENT OF PREVIOUS LEARNING (APL) PROGRAM - The Portfolio Assessment Program-This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student's previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Registrar's Office. In completing The Registrar approves the student's request to take the exam. Credit for departmental exams is available on a P/N basis only, and there is a charge per exam of $400 for a full course credit. There is a faculty member designated by the department to administer the exam. There is a departmental instrument available for the subject area in question. Departmental Comprehensive Exams-These are available for students to use in obtaining credit for previous learning if the following conditions are met: The College Level Examination Program (CLEP)-This is a series of standardized tests that have been developed by the College Board and are offered to students for a small fee at regional testing centers. (The regional testing centers for this area are the University of Minnesota and the University of St. Thomas.) Students who score at or above the 65th percentile on a subject examination may receive academic credit for that subject at Augsburg College. Additional information about CLEP tests is available from the registrar's office and Academic Advising. Composition examination for credit for ENG 111 Effective Writing. Additional credit or placement is at the discretion of the department. Inquiries should be addressed to the Registrar's Office. Academic Information 8 - Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Application of this credit toward the Liberal Arts Perspective requirements, upper division requirements, and academic majors and minors may be subsequently addressed by the departments involved in response to a formal request by the student. Students may apply for the credit assessment process after completing at least four courses/credits of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a P/N credit basis only. The learning and skills involved are current and could be used at the present time. The learning relates well to the student's educational goals. The learning lends itself to both qualitative and quantitative measurement. The learning has been objectively verified by individuals in addition to the presenting student. There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed andlor systematic study of content material found within liberal arts coursework. the evaluation of a student's previous learning, the faculty team applies the following criteria: 4 Academic Information All students whose native language is not English must stay enrolled in ENG 217/218 until such time that they pass the ESL placement test at 85 percent or higher. The ESL course can be counted only twice Near the end of each term of the English as a Second Language course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ESL coursework is required. Usually a score of 85 to 100 and a course grade of 3.5 or 4.0 will fulfill the student's ESL requirement. Students whose native language is not English must take the ESL placement test in conjunction with the English writing placement test prior to registering for their first term at Augsburg. Students' placement in ESL, ENG 101 Developmental Writing, or ENG 111 Effective Writing will be determined by their scores on the Michigan test (85-100 range for exemption from ESL) and by a writing sample. English as a Second Language (ESL) Maximum Credit Accepted for Previous Learning-While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campusbased liberal arts courses. Therefore, Augsburg places a maximum of eight courses (about one-fourth of a baccalaureate degree) on transcript credit that is obtained through previous experiential learning. In compiling the eight courses of credit for previous experiential learning, the student may use any combination of the four assessment processes available in the APL Program: AP exams, CLEP exams, departmental comprehensive exams, and credit granted through portfolio assessment. Students may be removed from probation when the cumulative GPA reaches 2.0. Students placed on probation as freshmen for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if Students whose overall academic achievement falls below a 2.0 GPA will either be placed on scholastic probation at the end of the term or will be continued on probation or will be dismissed from the College. In addition, a freshman who receives two zero grades or a sophomore, junior, or senior who receives three zero grades will be considered for probation or dismissal. However, &missal from the College is not automatic. Each case is reviewed by the Committee on Student Standing. Evidence of the student's cornrnitment to academic progress is the major consideration in deciding whether or not to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission to re-enroll. It should be noted that a minimum GPA of 2.0 is required for graduation, with certain majors requiring a higher minimum GPA. The College requires that all students maintain a 2.0 cumulative grade point average (GPA). ACADEMIC PROGRESS, PROBATION, AND DISMISSAL Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language skill requirement for graduation. in the total number of courses required for graduation. than 24 course credits than 16 course than 7 course credits The Dean's List, compiled after each semester, lists students whose grade point average for a semester is 3.5 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Courses taken outside of a program's calendar (e.g., crossover courses taken in a Weekend College trimester term by a day student or in a semester term by a weekend student) are not calculated when determining the Dean's List. If pennission is given by the student, an announcement is sent to the hometown newspaper of each student on the Dean's List. Dean's List Senior -24 or more course credits Junior-fewer Sophomore-fewer credits Freshman-fewer Student class years are based on the number of courses completed: The College reserves the right to dismiss any student who does not meet the guidelines stated above. .Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. their cumulative GPA reaches 2.0. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 2.0. Academic Information 8 - Augsburg College has one commencement ceremony per academic year in the month of May Undergraduate students who will not have met degree requirements by the end of the spring term may qualify to participate in commencement iE (1) no more than three course creditshequirements will remain in their program at the end of the spring term, and (2) the remaining requirements will be completed in the summer or fall terms following participation in commencement. Candidates for graduation who will complete summer or fall terms will be noted as such in the commencement program. In addition, candidates who will complete in summer or fall are required to sign a statement of understanding acknowledging remaining degree requirements in order to participate in commencement. A student will not graduate nor will a degree be conferred until all Qualification for Commencement Augsburg recognizes those students who have demonstrated exemplary academic achievement as graduates of distinction. This designation replaces all previous college honors and applies to all students who complete degree requirements after Jan. 1, 2000. Students achieving Graduation with Distinction will have an overall GPA of 3.5 and will have completed an outstanding project as determined by the student's major department. To be eligible, a student must have at least 14 traditionally graded credits taken at Augsburg. Most departments offer graduation with distinction. For specific requirements, please contact the applicable department. To be considered for Graduation with Distinction, a student should consult with their major department no later than the fall semester of their junior year. Graduation with Distinction 36 Academic Information This program applies to students who enter the day school schedule as full-time freshmen in the fall of 1996 and thereafter. New freshmen are assured that they will be able to graduate in four years-if they maintain continuous full-time enrollment for four years, maintain a 2.0 GPA, and follow the Four-Year Assurance Program g u i d e l i n e ~ they r will receive the remaining required courses free of additional tuition. A few majors are excluded from this program. Contact Academic Advising for a list of eligible majors. Students must complete a formal Four-Year Assurance Degree Plan with the College before the end of their sophomore year (prior to completing 16 course credits) in order to qualify. Contact Academic Advising for details. FOUR-YEAR ASSURANCE PROGRAM Augsburg is approved by the state approving agency for Veterans Education. Veterans should consult with the Enrollment Center about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. Veterans of Military Service graduation requirements are met, regardless of participation in commencement. Right to request amendment of education records--You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information -You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or compa- Right t o inspect and review education r e c o r d j o u have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. Your request should be submitted in writing at least one week prior to the date you wish to review your records. The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT NOTICE - The student's participation in officially recognized activities and sports; The student's enrollment status (FTPT); The student's academic class level; The student's major field of study; The student's date and place of birth; The student's e-mail address; The student's telephone number; The student's address; The student's name; "Directory information" includes t h e following: Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. Right to withhold disclosure of "directory informationu-FERPA uses the term "Directory Information" to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. ny with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Academic Information 8; Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the regismar prior to Sept. 15 (or within The student's photograph. The most recent previous educational agency or institution attended by the student; and The student's dates of attendance; The weight and height of members of athletic teams; The student's degrees and awards received; 8 Academic Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Reporting Educational Information Right t o complain to FERPA Office--You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, conceming Augsburg's failure to comply with FERPA. 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new form for withholding disclosure must be completed each academic year. Numbering Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s for juniors, and 400s for seniors. Courses listed are subject to change. In general, classes are offered fall andlor spring terms unless otherwise indicated. The Schedule of Classes published each spring by the Associated Colleges of the Twin Cities (ACTC) lists offerings and locations for fall and spring terms. This information is also available on-line. A full course is offered for one course credit. A few fractional courses, for onehalf or one-quarter course credit, are offered in the Division of Professional Studies. Unless noted, all courses are one course credit. A full course has the approximate value of four semester credits or six quarter hours. Most courses meet for three 60-minute periods or two 90-minute periods per week with additional time required for laboratory work. Credits Descriptions and schedules for Summer Session, the Master of Arts in Leadership, the Master of Social Work, the Master of Arts in Nursing, the Master of Arts in Education, and the Master of Science in Physician Assistant Studies courses are published in separate catalogs. A course schedule for all ACTC schools is available on-line through the web addresses published in the ACTC newspaper. They will contain the most accurate and up to date information. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all requirements can be met. Class Schedule Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the College's program. A listing of requirements for individual majors and minors follows the narrative. Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Weekend College classes are published each spring in a separate booklet and online. 90 DEPARTMENTS AND PROGRAMS - lnternship A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the tendregistration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. lnternship A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar may be expected. Prior to the beginning of the tendregistration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. 399 3. A learning agreement (forms are available in the Center for Service, Work, and Learning) must be completed with the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the Center for Service, Work, and Learning, with copies made for the faculty supervisor and student. 2. Register for a 199 or 399 Internship during the registration period. The signed permission form must be turned in at the time of registration. (Students may pre-register without a placement secured, but a suitable internship must be found by the end of the registration or drop/add period.) 1. Obtain the internship registration permission form from the Center for Service, Work, and Learning and secure the signatures of the faculty supervisor and director of the Center for Service, Work, and Learning. Registration for internships consists of the following steps: INTERNSHIPS 199 Every department offers opportunities for internships and independent study. The course description and process for registering is normally the same for each department. Some departments have additional statements that can be found in the departmental course listing. Interdisciplinary internships are also available. NOTE: Not all courses are offered in all schedules. Refer to the current ACTC Joint Class Schedule or the Weekend College class schedule for information on when specific courses are offered. Courses that must be taken before enrolling in a higher level course are listed in the course description as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Prerequisites -- Departments and Programs 91 92 Independent StudyIResearch An opportunity for advanced and specialized research projects. Normally open to junior and senior majors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 See listing under Interdisciplinary Studies. AMERICAN INDIAN STUDIES See listing under Business Administration. ACCOUNTING Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 299 DIRECTED AND INDEPENDENT STUDIES -Departments and Programs Kristin Anderson (Chair), Lynn Bollman, Tara Christopherson, John McCaffrey Art Faculty A liberal arts college like Augsburg is an ideal setting for the study of art because it provides a constant possibility for the interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further enhanced by associations with a significant number of art galleries and museums in the Twin Cities area. Because of the College's commitment to the liberal arts, the visual arts, as taught at Augsburg, draw ideas and inspiration from all disciplines. Art as a human activity involves manual skill, although to become broadly significant it should interact with other fields, such as language, history, drama, music, literature, philosophy, theology, business, physical education, and science. Giving and receiving visual messages is so much a part of everyday life that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist, art teacher, graphic designer, architect, and art historian is to celebrate visual experience through a variety of media and art examples. In short, the visual arts teach us how to see. \ rt is important as a field of study for our time, helping us to create order and beauty in the design and function of communities. Realizing this, we have made design and sensitivity to all aspects of visual experience central to the art program at Augsburg. A Art History Major Eight art or architectural history courses including: ART 240 Art History Survey ART 388 19th- and 20th-Century Art Two studio courses: ART 102 Design or ART 107 Drawing ART 118 Painting I or ART 221 Sculpture I The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Licensure Major Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 Design ART 107 Drawing One course in two-dimensional art from: ART 118 Painting I or ART 223 Printmaking I or ART 225 Graphic Design I or ART 360 Watercolor Painting One course in three-dimensional art from: ART 221 Sculpture I or ART 250 Ceramics I or ART 325 Fiber and Form Five additional studio arts courses ART 240 Art History Survey Two additional art history courses Studio majors must participate in at least one exhibit during their senior year. Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art history. Certificate in Art Five art history courses including ART 240. Drawing Students will use traditional drawing media and will develop their ideas and skills with them. Emphasis is placed on foundational drawing concepts. ART 107 Introduction to Architectural Drawing This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. Calligraphy I Introduction and practice of calligraphic writing and designing with emphasis on the broad-edged pen. Painting I Introduction to painting media and technique in acrylic or oil. ART 105 ART 106 ART 118 ART 100, 300 Special Topics Occasional courses dealing with subjects not usually offered by the depanment. STUDIO ART Design A study of design as the unifylng foundation for the visual arts. Two- and three-dimensional projects demonstrating the use of the basic design elements and principles. ART 102 Note: All studio courses require work outside of class sessions. W STUDIO ART FOUNDATIONS Five courses including ART 240, ART 107, and three additional studio courses. Studio Art Minor Five courses including ART 105, ART 210, ART 243, ART 244 and ART 249 or 349. GPA of 3.5 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting high quality work, and special projects such as senior exhibition and research. Application should be made to the department chair before the last term of the senior year. Art History Minor Architecture Minor Departmental Honors 94 Art - Drawing for Design in Architecture Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. Design for New Media I Exploration of the fundamental techniques and technologies used in digital design. Sculpture I An introduction to sculpture and three-dimensional design in various media. Print Making I An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. Publication Design An introduction to design concepts and production for publication design, with emphasis on the computer. Theory and practice of coordinating visual imagery and typography for print publications using page layout software. Graphic Design I An introduction to the principles and techniques of graphic design using page layout software. Emphasis on designing with text and image. Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and glazing. Calligraphy II Advanced work in calligraphic media and design. Design for New Media II Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART 215 or instructor permission) Typography Study of the history, development, structures, and application of traditional and contemporary typography; exploring letterfonw using digital, hand-set type, and hand lettering. (Prereq.: Any ART course) Fiber and Form An introduction to hand papermaking and artist's books. Emphasis on exploration of fiber sources and book forms to create synthesis of original surface, text, image, and sequence. (Prereq.: Any ART course) ART 215 ART 221 ART 223 ART 224 ART 225 ART 250 ART 306 ART 315 ART 320 ART 325 $200-225. Photography The camera used as a tool for visual creativity, expression, and communication with attention to black-and-white photographic processes. Students need access to a 35mm, single lens reflex camera. Materials will cost approximately ART 210 ART 132 - Art 95 Graphic Design II Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221) Sculpture II Continued exploration of intaglio, relief, and monolunique methods. Use of larger formats, multiple plates, and an emphasis on color are encouraged. (Prereq.: ART 223) Print Making II Design concepts using descriptive and experimental techniques in transparent watercolor. Watercolor Painting Advanced study of painting. (Prereq.: ART 118) Painting II Advanced work in ceramics with an emphasis on throwing or handbuilding and glazing. (Prereq.: ART 250) Ceramics II Exploration of the creation of visual images using the computer as a paint brush, pencil, pen, and camera. Emphasis will be placed on visual communication and expression. (Prereq.: Any ART, MIS, or CSC course) Digital Imaging An advanced study of the graphic design of typography and visual imagery for print production using the computer. Includes identification of design problems and presentation to client. (Prereq.: ART 225) A survey of art of the Western world from prehistoric to modem times. Includes reading, research, viewing of slides, and visits to museums. Art History Survey History of Architecture to 1750 History of architecture and city planning from antiquity since 1750, as illustrated by Western and non-Western examples. History of Architecture after 1750 History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. This course addresses the designed environment, the intentionally designed places in which we live. We will investigate architecture, landscape architecture, and urban design, both in class and in frequent site visits to prominent local examples of design excellence. (Prereq.: None for ART 249; ENG 111 and an ART, HIS, or urban studies course for ART 349) ART 2491349 The Designed Environment ART 244 ART 243 Note: The following courses are oflered intermittently, usually two or three sections per year ART 240 ART AND ARCHITECTURAL HISTORY ART 478 ART 368 ART 360 ART 355 ART 351 ART 340 ART 330 96 Art - A study of early colonial through contemporary American art, architecture, and folk arts. American Art European painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENG 111) 19th- and 20th-Century Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Prereq.: ENG 111) Renaissance and Baroque Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. (Prereq.: ENG 111) Medieval Art The art of the Ice Age through the Roman period to the fourth century A.D. Prehistoric and Ancient Art The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. Scandinavian Arts A study of the creative role of women in the visual arts, including the fine arts, the "mditional" arts, and the work of Native American women. (Prereq.: ENG 111) Women and Art The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. Students will produce various art projects in weaving, basket-making, pottery, jewelry, sculpture, or prints. Tribal Arts and Culture See description on page 92. Independent StudyIResearch See description on page 91. Internship See description on page 92. Directed Study See description on page 91. lnternship See listing under East Asian Studies. ASIANSTUDIES ART 499 ART 399 ART 299 ART 199 Internships and Independent Study Courses: ART 389 ART 388 ART 387 ART 386 ART 385 ART 382 ART 352 ART 290 - Art 97 T AUC 101 All freshman students must successfully complete the entire eight-week Augsburg Seminar in order to fulfill the graduation requirement, even if they drop the linked content course. Permission to complete the seminar after withdrawal from the content course is at the discretion of the instructor. Augsburg Seminar (.25 course) A series of fall-tern meetings with an Augsburg seminar adviser to discuss issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the connected content course and other disciplines and sources. (P/N grading only) At registration, all first-year students in the day program enroll in a selected content course, such as Effective Writing and a parallel Augsburg Seminar. These 'linked' courses integrate disciplinary content with various learning strategies and communitybuilding opportunities beneficial to all beginning students. Augsburg Seminar he initial months after entering college as a first-year student are an exciting period of change. The faculty and staff wish to assist students in making a successful transition to being college students and to help them become part of this academic community. Through the summer orientation program, the fall orientation weekend, and the Augsburg Seminar, students are introduced to the character of the College, its heritage as an urban, liberal arts college of the Church, the process of learning in a community where ideas are valued and treated seriously, and the logistics of being students. The content course usually meets three hours per week for the entire semester and is valued at 1.0 course credit, and the Augsburg Seminar meets once a week for 8 weeks for .25 course credit. The Augsburg Seminar offers the opportunity for further discussion of topics from the paired content course, along with presentations on campus life, academic resources and study skills, and a hands-on introduction to the Cedar-Riverside neighborhood. While the content course is graded on a traditional point basis, the Augsburg Seminar is graded Pass/No credit (P/N). However, performance in the course is linked to performance in the seminar. B Dale Pederson (Chair), Karen Ballen, William Capman, Robert Herforth, Esther ~c~au~hlin Biology Faculty For many, an undergraduate major in biology serves as a basis for further study Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates have gone directly into secondary education, biomedical industries, laboratory research, natural resources, and environmental education. An understanding of biological systems depends, in part, on the principles of physics and chemistry; thus a firm background in the physical sciences is also important in the study of biology. In recent decades great strides have been made in understandmg important biological processes, particularly those at the cellular, molecular, and ecosystem levels. Biological research has also provided some extremely important benefits to humans, including advances in medicine, agriculture, and food science. iology is the study of life, and it is natural that we, as contemplative living creatures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the Earth is filled with an enormous variety of living organisms. Since humans are a part of the biological world, an understanhng of the basic biological processes common to all organisms is essential to attain selfunderstanding and to provide a basis for wise decisions. or CHM 351/352 Organic Chemistry A semester course in organic chemistry or CHM 115/116 General Chemistry CHM 1051106 Principles of Chemistry Required Supporting Courses BIO 491 Seminar (non-credit) is required of all juniors and seniors. The ninth course may be any of the upper division biology courses listed above or BIO 340 Marine Biology of the Florida Keys. BIO 367 Biochemistry BIO 476 Microbiology 5. 4. BIO 471 Advanced Cellular and Molecular Biology BIO 474 Developmental Biology 3. B10 355 Genetics BIO 481 Ecology BIO 361 Plant Biology BIO 440 Plant Physiology 2. 1. BIO 351 Invertebrate Zoology B10 353 Comparative Vertebrate Morphology BIO 473 Animal Physiology and at least one from each of the five following groups: B10 113 Introductory Organismal Biology B10 114 Introductory Genetics, Evolution, and Ecology B10 215 Introductory Cellular Biology Nine courses including: Major - A course in general chemistry and five biology courses including BIO 113, 114, 215, and two upper division courses. Minor GPA of 3.5 in biology and 3.0 overall, one course of approved independent study with both oral and poster presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the following December. Departmental Honors A GPA of 3.7 in biology and 3.5 overall. An original research project on a significant topic in biology with both oral and poster presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the following December. Graduation with Distinction All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. No more than two upper division courses from other institutions may be applied toward the major. Transfer course policy for majors and minors or MAT 163 Introductory Statistics or MAT 145 Calculus I or h4AT 122 Calculus for the Social and Behavioral Sciences MAT 114 Precalculus or PHY 121/122 General Physics PHY 116 Introduction to Physics 100 Biology The State of Minnesota has specific licensing requirements for teachers that may differ in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should Teaching Licensure Major Graduate programs in biological fields require coursework similar to that for premedical education, and may also require undergraduate research experience. Health care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed with an adviser in the department. Graduate and Professional Training Students should consult members of the biology faculty for information specific to medical school application. Pre-medical students should include a two-semester sequence in physics and a two-semester sequence in organic chemistry. Many medical schools also require two semesters of calculus. Biology for Pre-Medical Students In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an adviser in the biology department. BIO 113 and 114 and Principles of Chemistry (or General Chemistry) should be taken in the first year, and BIO 215 and Organic Chemistry in the second year. Students should complete their math requirements early in their college careers. A GPA of 2.0 for BIO 113, 114, and 215 is a prerequisite for enrollment in upper division biology courses. A grade of 2.0 or above is required for all upper division courses applied toward the major. Natural Science I The first semester of a two-semester survey of Natural Science. This course focuses on the nature of science and major concepts of Physics and Chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) Natural Science II The second semester of a two-semester survey of Natural Science. This course focuses on major concepts of Earth Science and Biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) Human Biology An introduction to basic biological principles with a human perspective. Includes discussion of the molecular and cellular basis of life, genetics, organ systems, and human impact on the environment. (Three one-hour lectures. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Fall) The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test theories are considered. (Prereq.: MPG 2. Three one-hour lectures, three hours laboratory. Does not apply to the major or minor) Human Anatomy and Physiology A survey of the structure and function of the human body. (Three one-hour lectures, three hours laboratory. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Spring) Biology and Society The biological basis for problems facing society, such as pollution, genetic engineering, AIDS, extinction, global warming, hunger, cancer. (WEC only Three one-hour lectures. Does not apply to the major or minor. Spring) SCI 111 BIO 101 BIO 102 BIO 103 BIO 105 The department works with the Office of Cooperative Education in identifying and defining co-op ed experiences in laboratories and other settings in the Twin Cities. Cooperative Education to those students who bave completed at least one upper division biology course and have a GPA of 3.0 in biology. SCI 110 Membership in the Augsburg Chapter of this national biology honor society is open Beta Beta Beta consult with the Augsburg Department of Education to idenbfy current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. - Biology 101 BIO 369 BIO 361 BIO 355 BIO 353 BIO 351 BIO 215 BIO 185 BIO 114 BIO 113 lntroductory Organismal Biology An introductory consideration of biological macromolecules and their components, energetics, and intermedialy metabolism and its integration. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215, CHM 223 or 352. Fall) Biochemistry of structure, physiology, life histories, and phylogeny (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Spring) A survey of the major groups of algae, fungi, and plants, including the study Plant Biology Principles of heredity, integrating classical and molecular analysis. (Three onehour lectures, four hours laboratory. Prereq.: BIO 215 and junior standing. Spring) Genetics Comparative anatomy, functional morphology, and evolutionary morphology of the vertebrate. (Three one-hour lectures, four hours laboratory. Prereq.: B10 113, 114. Spring) Comparative Vertebrate Morphology A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall: alternate years) Invertebrate Zoology Third of a three-semester sequence. An introduction to structure and function in tissues, cells, and subcellular organelles. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116, CHM 223 or 352, or concurrent registration in CHM 223 or CHM 351. Fall) Introductory Cellular Biology At some time in our lives most of us will directly experience aging or be influenced by people undergoing age-related changes. This course will concentrate on the biological aspects of such changes. Does not apply to the major or minor. (WEC only) The Biology of Aging Second of a three-semester sequence. An introduction to cellular functioning, metabolism, classical and population genetics, evolution, and ecology. BIO 113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Spring) lntroductory Cenetics, Evolution, and Ecology First of a three-semester sequence. An introduction to organismal biology for science majors, including diversity, physiology, and structure. B10 113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration in CHM 105/115. Fall) Plant Physiology A weekly meeting of biology majors. Active participation by juniors and seniors is required, including an oral presentation by seniors. Guest speakers are often invited. A noncredit requirement for the major. (Spring) Seminar (0.0 course) A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three one-hour lectures, four hours laboratoly, some Saturday field trips. Prereq.: BIO 215, MPG 4 or MAT 122 or MAT 163. Fall) Ecology An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three one-hour lectures, four hours laborator. Prereq.: BIO 215, CHM 351, junior standing. Spring) Microbiology A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring) Developmental Biology A study of digestion, respiration, circulation, excretion, movement, and sensory perception aswell as neural and hormonal control of these functions, empha-sizing vertebrates. (Three one-hour lectures, four hours laboratoly. Prereq.: BIO 215; PHY 116 or 122, or consent of the instructor. Fall) Animal Physiology An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity. (Three one-hour lectures, four hours laboratoly. Prereq.: BIO 215. Fall) Advanced Cellular and Molecular Biology A consideration of the process involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to structure and life histoly. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215 and CHM 223 or 352. Fall: alternate years) BIO 499 BIO 399 BIO 299 BIO 199 See description on page 92. (Prereq.: B10 215. P/N only) Independent Study/Research See description on page 91. (Prereq.: B10 215. P/N only) Internship See description on page 92. Directed Study See description on page 91. (Prereq.: B10 113, 114. P/N only) Internship Internships and lndependent Study Courses: BIO 491 BIO 481 BIO 476 BIO 474 BIO 473 BIO 471 BIO 440 - Biology 103 John C. Cemto (Chair), Nora M. Braun, C. Lee Clarke, Jay Dobberstein, Amin E. Kader (International Business Coordinator), Ashok K. Kapoor (Finance Coordinator),Jim Kattke, Steven J. LaFave (Accounting Coordinator), Lori L. Lohman (Marketing Coordinator), Fekri Meziou, Thomas Morgan, Magdalena M. PalecznyZapp (Management Coordinator), Milo A. Schield, David G. Schwain, Kathryn A. Schwalbe (MIS Coordinator), Stuart M. Stoller Faculty The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. ur mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a cumculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. 0 BUS, ACC, MIS, MKT To graduate without intentionally taking courses in excess of the minimal number required (see page 73), students must avoid taking too many electives or exceeding the 13-course lirmt per academic department (14 courses for accounting majors). Courses designated as ACC, BUS, MIS, and MKT are considered as being in the same academic department. Taking extra electives, or choosing a particular Graduation Requirements Certificate programs in the Department of Business Administration are designed to meet the needs of working people looking for specific skills to help them in their job, or to pursue a new career. The Department offers certificates in information technology, business management, and business finance through the Weekend College program. Certificate Programs Within the business administration major there are three specializations: management, finance, and international business. Within the accounting major there are three specializations: general accounting, public accounting, and managerial accounting. Specializations The Department of Business Administration offers four majors: business administration (BUS), accounting (ACC), management information systems (MIS), and marketing (MKT). Majors Students who plan to major in business administration, accounting, MIS, or marketing are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to advising, departmental faculty can counsel majors on their careers, assist majors in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. Advising Transfer students must complete at least four of the upper division courses required in the major at Augsburg or obtain an exemption from the department. Transfer courses must be approved by the department. Courses taken more than 10 years ago will not be accepted. Transfer Students combination of major and minor may require students to complete more than the minimum number of credits required for graduation. Exceptions are noted in the major. t Non-business majors are encouraged to take BUS 254 Entrepreneurship. Entrepreneurship The international business faculty actively support international study For additional details, see the section on International Partners under International Studies in this catalog, or consult the departmental coordinator for international business or other overseas opportunities. International Business Students are strongly encouraged to work with the Center for Service, Work, and Learning and department faculty to obtain an internship (BUS/ACWMIS/MKT 399) during their junior or senior year. Although an internship counts as part of the 13 courses allowed in the major, students may petition for an exception. An internship may satisfy the The City Perspective if taken in conjunction with GST 209. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Advisers should be consulted about internships. Internships Business Administration 10: T Specialization in Finance Business core plus 4 courses: ACC 322 Accounting Theory and Practice I Specialization in Management Business core plus 4 courses: BUS 340 Human Resource Management BUS 440 Strategic Management BUS 465 International Management MIS 376 Project Management or ECO 318 Management Science Business Core 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 360 Problem Solving for Business or MIS 370 Data Management for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics BUS 301 Business Law or PHI 300 Business Law and Ethics BUS 331 Financial Management he major in business administration prepares students for professional careers in business administration or for graduate studies. The three specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. the following: Public Finance Intermediate Macroeconomics Intermediate Microeconomics Money and Banking Intermediate Quantitative Methods for Business and Economics Financial Theory: Policy and Practice Investment Theory 11 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics or BUS 331Financial Management Combined Major in Business Administration and Economics Students must also complete three semesters of a foreign language (or equivalent). The language requirement may be waived for international students. Contact the international business coordinator for details on language equivalents or other configurations. and one additional upper division course in either international business or international economics. Specialization in International Business Business core plus 4 courses: BUS 362 International Business BUS 465 International Management MKT 466 International Marketing and one of EC0 3 11 ECO 312 ECO 313 ECO 315 BUS 479 BUS 438 BUS 433 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and theatre, arts administration, copyright, licensing, and recording. This course is also offered as MUS 105. Personal Finance Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement and estate planning. Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. Entrepreneurship The process of transforming an idea into an organization that can market this idea successfully Examines the construction of a viable business plan with attention to the resources needed for success. Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) BUS 214 BUS 242 BUS 254 BUS 295 Students should consult the area coordinator concerning acceptable alternatives in international economics. Minor in International Business Six courses including: ECO 112 or 113, ACC 221, BUS 242 or MKT 252, and three courses in international business (one may be in international economics). This minor is automatically completed while completing a major in accounting, MIS or marketing. Minor in Business Administration Six courses including: ECO 112 or 113, ACC 221 and 222, BUS 242, MKT 252, BUS 331 or BUS 379. Other configurations may be permitted with the approval of the department chair. BUS 105 To quai*, a major must have a 3.7 GPA in the major, a 3.5 GPA overall, and have completed all courses appropriate for the proposed project. Departmental Honors To qual*, a major must have a 3.5 GPA, must be an Honors Program senior who qualifies for Graduation with Distinction in that program, and have completed all courses appropriate for the proposed project. Graduation with Distinction and one other upper division business administration, accounting, MIS or marketing course. - Business Administration 10 - - BUS 433 BUS 424 BUS 379 BUS 368 BUS 362 BUS 340 BUS 331 BUS 301 This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. (Prereq: Bus 331) Financial Theory: Policy and Practice To incorporate and learn the techniques of creatinga controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113; ACC 221, 222; BUS 242, 331, 379; MIS 175, MKT 252) Internal Audit and Management Consulting An introduction to quantitative reasoning to assist students in reading and interpreting data. Topics include descriptive measures, probability, sampling distributions, estimation, and hypothesis testing with emphasis on applied problems in business and economics. (Prereq.: MIS 175 or 360 or 370 and either MPG 3 or completion of MAT 171. WEC-Additional three-hour sessions are required, usually on a weekday evening.) Quantitative Methods for Business and Economics An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor) Responding to the Challenge of Japan This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and BUS 242 or MKT 252, consent of instructor) International Business Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242 or consent of instructor) Human Resource Management This course includes Financial Statement Analysis, Risk and Return, Security Valuation, Capital Budgeting, Capital Structure and Working Capital Management. (Prereq: ECO 112 or 113, ACC 221, and MPG 3) Financial Management Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. Business Law (See Department of Philosophy for course description) BUSIPHI 300 Business Law and Ethics 08 Business Administration Investment Theory Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Topics Advanced modeling using computer software. Specific topics may include multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. Fall: evening) Intermediate Quantitative Methods for Business and Economics This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Pre-req.: BUS 242) International Management Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242) Strategic Management Analyzes exposure to accidental loss-its identification, measurement, and evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and BUS 379) Risk Management and Insurance This is an introduction to investment decision making and portfolio management theory and practice. Other topics include Valuation principles and practices, risk and return analysis, and derivatives. (Pre-req: Bus 331) BUS 499 BUS 399 BUS 299 BUS 199 See description on page 92. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: BUS 495 BUS 479 BUS 465 BUS 440 BUS 439 BUS 438 Business Administration lo Effective May 2006, students will need to complete the equivalent of 150 semester hours of education to be licensed as Certified Public Accountants (CPAs). This can be completed in four years through accelerated undergraduate work. Another option is to complete a four-year Bachelors degree plus a Masters degree. The two professional specializations relate to two professional designations: the CPA and the CMA. A certified public accountant (CPA) focuses on external reporting; a certified management accountant (CMA) focuses on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, accounting majors in the public accounting specialization are qualified to sit for the CPA examination after graduation. T h e major in accounting prepares students for professional careers in a wide variety of accounting-related positions. This major has two tracks: general accounting and professional accounting. The general accounting specialization is adequate for a wide variety of positions. The professional accounting track includes two specializations: public accounting and managerial accounting. The public accounting specialization is recommended for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies. Specialization in Managerial Accounting Accounting core plus ACC 424 Internal Audit and Management Consulting and MIS 375 Management Information Systems in the Organization. (Exception to 13course limit) Specialization in Public Accounting Accounting core plus: ACC 326 Tax Accounting; ACC 423 Auditing. (Exception to 13-course limit) Specialization in General Accounting No additional courses required. Students are encouraged to take the courses in the sequence given above. Accounting Core ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 360 Problem Solving for Business or MIS 370 Data Management for Business BUS 242 Principles of Management MKT 252 Principles of Marketing ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 379 Quantitative Methods for Business and Economics BUS 301 Business Law or PHI 300 Business Law and Ethics BUS 331 Financial Management ACC 322 Accounting Theory and Practice I ACC 323 Accounting Theory and Practice I1 ACC 324 Managerial Cost Accounting ACC 425 Advanced Accounting ACC 326 ACC 324 ACC 323 ACC 322 ACC 295 ACC 222 ACC 221 Minor in Accounting This minor is recommended for majors in MIS and finance. Six ACC 221,222, BUS 331 or ACC 324, ACC 322,323 and one of the following: MIS 175, BUS 379, ECO 112, or 113. The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent of instructor) Tax Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242, 379, MKT 252, or consent of instructor) Managerial Cost Accounting A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders' equity. (Prereq.: ACC 322) Accounting Theory and Practice II An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) Accounting Theory and Practice I Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) Topics A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221) Principles of Accounting II Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. Principles of Accounting I GPA of 3.7 in the major and 3.5 overall; a senior thesis and comprehensive oral exam in the major field of concentration. Interested juniors or seniors should contact the department chair. Departmental Honors Accountinq 1 Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor) Topics Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323) Advanced Accounting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242,331, 379, MIS 175 or 360 or 370, MKT 252) Internal Audit and Management Consulting Internal and external auditing procedures. Emphasis on the C P k role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323) Auditing ACC 499 ACC 399 ACC 299 ACC 199 See description on page 92. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. Internship Internships and Independent Study Courses: ACC 495 ACC 425 ACC 424 ACC 423 12 Accounting - A. 12 courses in business, accounting, marketing, and MIS: BUS 242 Principles of Management BUS 33 1 Financial Management BUS 379 Quantitative Methods for Business and Economics ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 MKT 252 Principles of Marketing MIS 360 Problem Solving for Business MIS 370 Data Management for Business MIS 375 Management Information Systems in the Organization MIS 376 Project Management MIS 475 Systems Analysis and Design MIS 476 Information Systems Projects Management Information Systems Major he major in management infonnation systems prepares students for professional careers in information systems. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and program new systems. MIS is an extensive major (16 courses) and includes courses from computer science, mathematics, economics, business, accounting, and marketing as well as from MIS. If students have a weak computer background, they should also take MIS 175 for the major. T To qualify, a major must have a 3.5 GPA, must be an Honors Program senior who qualifies for Graduation with Distinction in that program, and have completed all courses appropriate for the proposed project. Graduation with Distinction GPA of 3.7 in the major and 3.5 overall, complete a scholarly paper or paper from a substantial work of applied consulting, and present the final paper. Interested juniors or seniors should contact their department adviser. Honors Major Note: Completion of MIS 360 or MIS 370 satisfies any requirement for MIS 175. Seven courses including: MIS 175, ACC 221, BUS 242 or MKT 252, MIS 360 or 370, MIS 375, ECO 113, and one of the following: MIS 376 or ECO 318. Minor in MIS B. Four required supporting courses: ECO 113 Principles of Microeconomics CSC 160 Introduction to Computer Science (co-requirement MAT 171) CSC 170 Structured Programming or CSC 240 Introduction to Networking and Communications MAT 171 Discrete Math for Computing (co-requirement for CSC 160) MIS 376 MIS 375 MIS 370 MIS 360 MIS 295 MIS 175 14 MIS - Principles of Computing for Business Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: ACC 221, BUS 242, and either MIS 175,360, or 370) Project Management Broad understanding of using information systems to support organizational objectives. Topics include strategic planning and uses of information systems, business process analysis, and understanding of the technology architecture. (Prereq.: ACC 221, BUS 242 or MKT 252, and one computer course such as MIS 175,360,370, or CSC 160) Management Information Systems in the Organization This course applies database management systems software capabilities to support the design and implementation of databases and related applications for the purpose of business data management. Students will write, test, and debug event-driven code in developing relational database applications. Students will also learn the fundamentals of multi-user data management in network and web environments. (Prereq.: MPG3, CSC 160, and MIS 175 or strong computer background. Completion of MIS 370 satisfies any requirement for MIS 175) Data Management for Business This course applies advanced software capabilities like macros, Solver and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3, MIS 175 or CSC 160 or strong computer background. Completion of MIS 360 satisfies any requirement for MIS 175) Problem Solving for Business Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. Topics An introductoly course to develop understanding of basic computing concepts and specific skills in using microcomputer software (Windows, Word, Excel, Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving business-related problems using software, especially Excel. Students with a strong computer background should take MIS 360 or 370 instead of MIS 175. (Prereq.: MPG 3) Systems Analysis and Design Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. (Prereq.: consent of instructor) Topics Skills developed in previous courses are used to complete an actual project of systems analysis and design. (Prereq.: MIS 370, 375, 376, and 475) Information Systems Projects Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. (Prereq.: MIS 375,376, and either MIS 370 or CSC 352. Note: MIS 376 may be taken concurrently with MIS 475) MIS 499 MIS 399 MIS 299 MIS 199 See description on page 92. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: MIS 495 MIS 476 MIS 475 - MIS 11: T Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. Consumer Behavior Consumer behavior theories and principles as they apply to the consumer decision-makingprocess. Impact of attitudes, values, personality, and rnotivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. (Prereq.: MKT 252 or consent of instructor) Marketing Research and Analysis Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. (Prereq.: MKT 252, BUS 379, ECO 113, or consent of instructor) MKT 350 MKT 352 6 courses including MKT 352 Marketing Research/Analysis MKT 450 Marketing Management MKT 466 International Marketing INS 325 Building Working Relationships MKT 350 Consumer Behavior or MKT 354 Sales Management MKT 355 Marketing Communications or MKT 357 Advertising B. Required Marketing Courses MKT 252 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics A. Business Administration Core Requirements Marketing Major he marketing major prepares students for professional careers in a wide variety of marketing functions within both business and not-for-profit organizations. Career avenues include marketing research, product management, marketing communications (e.g., advertising, public relations, sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. In addition, a unique course in the major, "Building Working Relationships," provides an opportunity for students to examine interpersonal, group, and organizational relationships. Principles of Accounting I Principles of Accounting I1 Principles of Management Principles of Marketing Business Law and Ethics Financial Management Principles of Computing for Business or MIS 360 Problem Solving for Business or MIS 370 Data Management for Business BUS 379 Quantitative Methods for Business and Economics ACC 221 ACC 222 BUS 242 MKT 252 PHI 300 BUS 331 MIS 175 Sales Management Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Topics This course examines those issues and activities unique to marketing in an international setting. Emphasis is also placed on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252.) International Marketing Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans. (Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor) Marketing Management An introduction to print, broadcast, and Web-based advertising and promotion as important elements in modem marketing and communications. Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. Advertising Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. Marketing Communications Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas and compensation. (Prereq.: MKT 252 or consent of instructor) MKT 499 MKT 399 MKT 299 MKT 199 See description on page 92. Independent Study/Research See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: MKT 495 MKT 466 MKT 450 MKT 357 MKT 355 MKT 354 - Marketing 111 c *To provide programs of study for professional goals in addition to the traditional positions as chemists. *To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists: The department is on the list of approved schools of the American Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum is imperative if a chemist is to be both truly human and truly scientific. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. hemistry is the science that examines and works toward understanding changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer opportunities to better the entire world. and two additional courses from: CHM 364 Physical Chemistry I1 CHM 367 Properties of Polymers Graduation Major in Chemistry CHM 115, 116 General Chemistry I, I1 or CHM 105, 106 Principles of Chemishy I, I1 CHM 351,352 Organic Chemistry I, I1 CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry I CHM 363 Physical Chemistry Laboratory I CHM 491 Chemistry Seminar (4 semesters) BACHELOR OF ARTS Sandra L. Olmsted (Chair), Ron L. Fedie, Arlin E. Gyberg, Joan C. Kunz Chemistry Faculty *To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. *To encourage students to take a broad view of their education and to integrate outside study areas with the sciences. *To provide an atmosphere of leamhg so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. 12 courses including: CHM 115, 116 General Chemistry I, I1 or CHM 105,106 Principles of Chemistry I, I1 CHM 351,352 Organic Chemistry I, I1 American Chemical Society Approved Major BACHELOR OF SCIENCE Pre-medical students should plan to take at least three courses (and usually more) in biology. Students should consult members of the chemistry department for assistance in planning a course program early in their college career. Chemistry for Pre-Medical Students The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of b s catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Licensure in Physical Science Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145, 146 in the freshman year and PHY 121,122 in the sophomore year. General Physics I, I1 Calculus I, I1 Advanced Organic Chemistry Advanced Analytical Chemistry Advanced Inorganic Chemistry Principles of Medicinal Chemistry Biochemistry Also required: PHY 121, 122 MAT 145, 146 BIO 367 CHM 464 CHM 481 CHM 482 CHM 470 Overall GPA of 3.5 or higher, and completion of an approved research project in the junior or senior year. Graduation with Distinction in Chemistry Also required are: CHM 491 Chemistry Seminar (four semesters) MAT 145, 146, 245 Calculus I, 11,111 PHY 121, 122 General Physics I, I1 (should be taken in sophomore year) Recommended: Modem Physics, additional mathematics, research experience, reading ability in German, and computer proficiency One course from: CHM 367 Properties of Polymers CHM 470 Principles of Medicinal Chemistry CHM 495 Topics in Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361,363 Physical Chemistry and Laboratory I CHM 364, 365 Physical Chemistry and Laboratory 11 CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry Note: credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. Minor Five courses that must include: CHM 105, 106 or CHM 115, 116, CHM 351,352, and CHM 353. Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall; one course or summer of approved research; participation in seminar. Departmental Honors - Chemistry 11! CHM 115 CHM 106 CHM 105 CHM 101 CHM 100 SCI 111 SCI 110 An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: high school chemistry, MPG 3. Fall) General Chemistry I CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium and the chemistry of the elements. (Three hours of lecture, one three-hour laboratory. Prereq.: CHM 105, MPG 3. Spring) Principles of Chemistry II Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding, energetics, and equilibrium. The sequence, CHM 105, 106, is designed for students who have not studied chemistry in high school or who are less confident about their background in chemistry. Students may go into CHM 351 or 353 from CHM 106 and major in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG 2. Fall) Principles of Chemistry I Second semester of the year-long course. Applies concepts from CHM 100 to environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistly courses. (Prereq.: CHM 100, MPG 3. Spring) Chemistry for Changing Times II Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: MPG 2. Fall) Chemistry for Changing Times I The second semester of a two-semester survey of Natural Science. This course focuses on major concepts of Earth Science and Biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratoly. Prereq.: SCI 110) Natural Science II The first semester of a two-semester survey of Natural Science. This course focuses on the nature of science and major concepts of Physics and Chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3 ) Natural Science I Any course taken as a prerequisite for another course, including the first course in a two-term sequence, must be completed with a grade of P, or 2.0 or higher. 20 Chemistry - General Chemistry II A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 115. Spring) Physical Chemistry II CHM 364 Properties of Polymers CHM 367 Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years) Physical Chemistry Laboratory 11 (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364 or concurrent registration. Spring) CHM 365 Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring) Physical Chemistry Laboratory 1 (.5 course) Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM 361 or concurrent registration and ENG 111) Covers three of the basic theoretical concepts of chemistry: thermodynamics, quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall) Physical Chemistry I Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one four-hour laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall) Quantitative Analytical Chemistry CHM 363 CHM 361 CHM 353 Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modem theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; spring: CHM 352) CHM 351,352 Organic Chemistry I, II CHM 116 Chemistry 12 CHM 497 CHM 495 CHM 491 CHM 482 CHM 481 CHM 470 CHM 464 - (.O course) Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) Introduction to Chemistry Research Study of a specific area building upon inorganic, analytical, physical, and organic chemistry. Topics in Chemistry This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society.Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. Chemistry Seminar Correlation of inorganic reactions using the electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory uses preparations of a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352,361 or consent of instructor. Fall) Advanced Inorganic Chemistry Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring) Advanced Analytical Chemistry Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic substances. (Prereq.: CHM 352. BIO 367 is recommended. Spring, alternate years) Principles of Medicinal Chemistry Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (~hreehours of lecture, six hours of laboratory. Prereq.: CHM 352,353, 361 or consent of instructor. Some reading knowledge of German is helpful. Fall) Advanced Organic Chemistry 22 Chemistry - Directed Study See description on page 92. Internship See description on page 91 Independent StudyIResearch See description on page 92. (Prereq.: junior or senior standing) CHM 299 CHM 399 CHM 499 he Augsburg computer science department strives to give students a sound theoretical and practical foundation in computer science. We offer both a B.A. and a B.S. major. The computer science curriculum places emphasis on networks, communications, and the use of computers as an information access tool. The coursework provides students a strong base in computer science, with emphasis on concepts rather than on applications. We encourage students to strengthen their coursework by electing an internship or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. T 12 courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization Computer Science Major BACHELOR OF ARTS . Charles Sheaffer (Chair), Lany Crockett, Jim Moen, Noel Petit, Larry Ragland, Karen Sutherland Computer Science Faculty See listing under Speech/Communication and Theatre Arts. lnternship See description on page 91 CHM 199 Internships and Independent Study Courses: - Two courses from: MAT 245 Calculus 111 MAT 246 Linear Algebra MAT 247 Modeling and Differential Equations 16 courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization CSC 450 Programming Languages and Compilers I CSC 451 Programming Languages and Compilers I1 PHI 385 Introduction to Formal Logic and Computation Theory MAT 145 Calculus I MAT 146 Calculus I1 Computer Science Major BACHELOR OF SCIENCE At least one elective must be an upper division course. and two electives from CSC courses above 200 at least one of which is above 300 PHY 261 Electronics MIS 475 Systems Analysis and Design. MAT 355 Numerical Mathematics Programming Languages and Compilers I CSC 45 1 Programming Languages and Compilers I1 PHI 385 Introduction to Formal Logic and Computation Theory MAT 114 Precalculus (or MPG 4) MAT 171 Discrete Mathematics for Computing (recommended) or MAT 145 Calculus I CSC 450 !24 Computer Science 13 courses including: MAT 145 Calculus I or MAT 122 Calculus for the Social and Behavioral Sciences CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications or CSC 320 Algorithms or CSC 352 Database Management and Design CSC 345 Principles of Computer Organization ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics Major in Computational Economics Coordinators Jeanne Boeh, Department of Economics, Lany Ragland, Department of Computer Science The computational economics major has been designed to serve students with need for some basic understanding of computer science and economics. The major requires six courses from computer science and six from economics with a required capstone independent study. Students interested in this major should consult with the faculty in computer science, in economics, or one of the coordinators. Computational Economics At least two electives must be upper division courses. and three electives from: CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics MAT 271 Discrete Mathematical Structures (recommended) CSC 160 Prerequisites: A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a computer science course. Six courses including CSC 160, 170, 210,345; and one upper division computer science course, and one of MAT 171 or MAT 145. Computer Science Minor GPA of 3.5 in computer science and mathematics, GPA of 3.1 overall, and an independent study project. Departmental Honors One upper division elective in philosophy Computer Science: An Alternative Scheme I1 PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 343 History of Philosophy 111: Early Modem and 19th Century Philosophy PHI 344 History of Philosophy IV Twentieth Century Philosophy PHI 365 Philosophy of Science PHI 385 Introduction to Fonnal Logic and Computation Theory PHI 410 Topics in Philosophy or CSC 495 Advanced Topics in Computer Science CSC 373 Introduction to Computer Science and Communication An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, and the Internet, and programming. (Prereq.: MPG 3) 14 courses including: MAT 171 Discrete Mathematics for Computing or MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Smctures CSC 320 Algorithms Major in Computational Philosophy Coordinators David Apolloni, Department of Philosophy, Charles Sheaffer, Department of Computer Science Computational Philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires six courses from computer science and seven from philosophy with a required capstone topics course. Students interested in this major should consult with the faculty in computer science, in philosophy, or one of the coordinators. Computational Philosophy ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 318 Management Science ECO 315 Money and Banking or ECO 415 Managerial Economics CSC 499 Independent Study or ECO 499 Independent Study Computer Science 12 - CSC 352 csc 345 CSC 320 CSC 273 CSC 272 CSC 270 CSC 240 csc 210 CSC 170 Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) Database Management and Design An introduction to computer architecture, processors, instruction sets, and assembly language programming. (Prereq.: CSC 210) Principles of Computer Organization and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The limitations of algorithms, Turing machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210 and one of MAT 145 or MAT 171) A systematic study of algorithms and their complexity, including searching Algorithms Study of an alternative approach to some of the most important concepts of computer science including problem-solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Intended especially for non-majors. Offered concurrently with CSC 373. (Prereq.: None) Computer Science: An Alternative Scheme I Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) UNIX and C Study of the FORTRAN programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) FORTRAN Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 160 and MPG 3) Introduction to Networking and Communications Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, 1.5 hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT 145 or MAT 171) Data Structures A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, 1.5 hours of lab. Prereq.: CSC 160 and MPG 3; MAT 171 recommended) Structured Programming 126 Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. (Prereq.: Consent of instructor) Advanced Topics in Computer Science Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345, CSC 450, and PHI 385) Programming Languages and Compilers II Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.: CSC 320 and PHI 385 or concurrently) Programming Languages and Compilers I Network management; client/server databases and workstations; TCPAP and other network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 340 and 345) Advanced Networking and Operating Systems Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. (Prereq.: CSC 210) Introduction to Al Robotics Continuation of CSC 273, and offered concurrently with CSC 273. Majors who have taken CSC 210 should register for CSC 373. (Prereq.: CSC 210 or 273) Computer Science: An Alternative Scheme II CSC 499 CSC 399 CSC 299 CSC 199 See description on page 92. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: CSC 495 CSC 451 CSC 450 CSC 440 CSC 431 CSC 373 Computer Science 12 Martha Johnson, Director East Asian Studies Faculty Career opportunities for those who attain a liberal arts degree in East Asian studies include government service, international business, journalism, language instruction, Asian arts, and intercultural communication. The major provides a foundation for graduate work in various fields such as anthropology, economics, history, international relations, business, law, political science, sociology, and theatre. This major is also recommended for those interested in education and work with social and recreational agencies. major in East Asian studies is offered through Augsburg and the other Associated Colleges of the Twin Cities (ACTC). This is an inter-college, interdepartmental program that is available as a result of the cooperation and cross-registration possibilities among Augsburg College, Hamline University, Macalester College, The College of St. Catherine, and the University of St. Thomas. The program pools the resources and expertise within the five institutions. This major enables students to acquire a broad knowledge of Japan, China, and other East Asian nations, and to gain a functional knowledge of the language of one country. A Hamline University offers elementary and intermediate courses in Chinese. Macalester College and the University of St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University of Minnesota to take Chinese or Japanese languages (without extra tuition charges); see campus adviser. Non-majors may also take the Chinese and Japanese language courses. Language Courses Study abroad opportunities for the semester or a year are available in Hong Kong, Japan, Korea, and the People's Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization. Nine courses are required for the major. Courses in the major must be preapproved by the campus adviser and are distributed as follows: four courses in an East Asian language; four additional courses, two of which must be upper division (strongly recommended that one of these be a history course on China or Japan); and an East Asian studies seminar. A term of study abroad and the completion of a minor in another discipline are strongly recommended. Major in East Asian Studies Each campus has a member on the ACTC East Asian studies committee who can assist students. The current advisers are: Augsburg-Martha Johnson, 612-330-1715; Hamline-Richard Kagan, 651-641-2433; Macalester-Yue-him Tam, 651-696-6262; St. Catherine-Helen Humeston, 651-690-6651; St. ThomasYoung-Ok An, 651-962-5621. Note: Interim courses or new courses related to the East Asian Studies Program may be substituted when appropriate, with the consent of the campus adviser. Faculty advising is recommended at all stages of the major to plan a coherent and effective program. Five courses, no more than two of which may be in the language. Courses in the minor must be pre-approved by the campus adviser. A minor in East Asian studies provides exposure to an area of East Asia that would complement other disciplines. Minor in East Asian Studies - Responding to the Challenge of Japan Topics: Introduction to AsianAmerican Literature The Modem Non-Western World Asian Philosophy Understanding Asian America Russian and Chinese Foreign Policy History of Religions Introduction to Asian and Asian American Theatre Students may also take independent studies (299,499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and approval of program director. REL 356 THR 245 PHI 355 POL 282 POL 363 HIS 104 ENG 282 BUS 368 Approved Augsburg College courses for the East Asian Studies Program (consult program director for ACTC listing of approved courses): East Asian Studies 12 T Students are able to combine an economics major with other disciplines such as business administration, international relations, mathematics, management infor- The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider economics as a major or a minor. The department offers five majors. The economics major and the applied economics majors lead to careers in the business world or government. Computational economics provides a liberal arts entry into the rapidly growing computer science field. The combined economics/business administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in political sciencdeconomics allows secondary education licensure students to obtain a solid background for teaching economics. he Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. and three other upper division courses also required: MIS 175 F'rinaples of Computing for Business MIS 379 Quantitative Methods for Business and Economics MAT 114 Elementary Functions Finite Mathematics or MAT 121 Calculus for the Social or MAT 122 and Behavioral Sciences Major in Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 414 Welfare Economics Jeanne Boeh (Chair), Keith Gilsdorf, Stella Hofrenning Economics Faculty Internships are recommended. Students must consult with the department chair and the internship office before registering for academic credit. mation systems, political science, histoly, and area study programs. Students who are interested in any type of quantitatively oriented graduate program in economics or in business are encouraged to either major or minor in mathematics. These students should also take courses in computer science. Consult an adviser for specific course suggestions. and one other upper division business course. and one other upper division economics course, and six accountinglbusiness administration/MIS courses including: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 331 Financial Management or MIS 379 Quantitative Methods for Business and Economics In addition to the courses listed on the following pages, these topics have been offered under ECO 295 or 495 Topics: Consumer Economics, Research Methods for Economics and Business, Advanced Economic Theory, Decision-Making With Finite Markov Chains, Soviet Economy, Economics of Mutual Funds, and Health Economics. Note: Students who plan to major in the department are strongly encouraged to select a department adviser as soon as possible in order to carefully plan their program of study Five economics courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics See Computer Science, page 124. Combined Major in Economics and Business Administration Minor in Economics GPA of 3.5 in the major and 3.0 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Departmental Honors See Political Science, page 229. Teaching Major in Political Science and Economics The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teacher Licensure Major ECO 112, 113,312,313, and one additional economics upper division course. Other configurations may be permitted with the approval of the department chair. Major in Computational Economics Major in Applied Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics EC0 311 Public Finance or ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics ECO 360 International Economics EC03 18 Management Science or ECO 415 Managerial Economics ECO 413 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study MIS 175 Principles of Computing for Business MIS 379 Quantitative Methods for Business and Economics ENG 223 Writing for Business and the Professions PHI120 Ethics or PHI 125 Ethics and Human Identity Economics 131 Economics of Urban Issues Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic tools, e.g., crime prevention, education, discrimination. (This is a basic course designed for those students who do not plan to major in economics, business administration, or MIS.) Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113 or 110. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2 ) Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economics problems and policies. Public Finance Analysis of the principles of taxation and public expenditures, the impact of fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113. Fall: alternate years) lntermediate Macroeconomics Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. (Prereq.: ECO 112. Fall) Intermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113. Spring) ECO 110 ECO 112 ECO 113 ECO 295 ECO 31 1 ECO 312 ECO 313 132 Economics Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity Emphasis placed on monetary theory and policy (Prereq.: ECO 112. Fall: alternate years) Comparative Economic Systems This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined and compared to real-world variants. (Prereq.: ECO 112 or 113: on demand) Management Science Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. (Prereq.: ECO 113, MPG 3. Fall) International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring: alternate years) Environmental Economics and Sustainable Development This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that arise in the process of economic development to better the standard of living of the developed and developing countries. (Prereq.: ECO 112 or 113. On demand) Labor Economics Analysis of labor markets, labor as a factor of production, determination of wage collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 313. Spring: alternate years) Welfare Economics Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures; social welfare functions; normative concepts of economic theory. (Prereq.: ECO 313. Spring: alternate years) ECO 315 ECO 317 ECO 318 ECO 360 ECO 365 ECO 413 ECO 414 Economics 13 - Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Topics ECO 499 ECO 399 ECO 299 ECO 199 See description on page 92. Independent StudyIResearch See description on page 91. (Prereq.: Completion of 50 percent of major or consent of instructor) lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: ECO 495 134 Economics Students in all degree andlor licensure programs must apply for acceptance into the education department prior to begin- Beginning Fall 2002, a graduate level licensure option will be available in weekend format to those already holding a B.A. degree. Graduate courses taken for licensure can be applied to a Master of Art in Education degree. Contact the Education Department for information. Degree and/or licensure programs are available in both weekday and weekend formats. Weekend College degree and licensure programs are limited to elementary, communication artdliterature, social studies, and visual arts. Additional teaching majors are available through the weekday program and open to weekday and weekend students who can take courses on a weekday schedule. All prerequisite, elementary core, and professional education courses except field work and student teaching are available on a weekend or weekday late aftemoonlevening schedule. Fieldwork and student teaching must be completed during regular weekday hours. All students must have some time available each term for field experiences. he Department of Education maintains liberal arts-based teacher education programs that are accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendation for licensure to the State of Minnesota for elementary (grades K-8),secondary (grades 5-12) in biology, chemistry, communication arts~literature, health, mathematics, physics, and social studies, and K-12 licenses in visual art, health, physical education, music, and dancdtheatre, and special education: E/BD. T Note: Major changes in Minnesota teacher licensure were implemented in the fall of 2000. Students who entered the College under a previous catalog and who will complete their licensure after August 31, Selected education department students may participate in an international student teaching abroad program. Those interested in further information should contact the education department at least one year prior to student teaching. Students who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision. Student Teaching Abroad All students are expected to obtain an education department adviser at the outset of coursework. All students are expected to become knowledgeable of programs and follow through with department policies. Handbooks outlining programs and policies are available through the education department. The education department offers nonlicensure majors in elementary education and education studies. Contact the department for details. The department also offers a special education minor which is described at the end of this section after course listings. ning 300-400 level courses. State law requires completion of the PPST-PRAXIS I exam prior to beginning 300-400 level courses. Criteria for acceptance into the education department are available in the department. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing three exams prior to recommendation for licensure: PPST, Principles of Learning and Teaching Test, and a subject matter test. - Non-departmental core courses (requirements subject to change-see Education Department for most current list): ENG 111 Effective Writing HPE 115 Chemical Dependency (.5) INS 105 Intro. to American Indian Studies or INS 260 Contemporary American Indians (IA 1) MAT 131 Math for the Liberal Arts ( W C T ) (if math specialty area: MAT 331) MAT 132 Numeracy for Contemporary Society (QR) (if math: MAT 122 or 145) PHY 103 Conceptual Physics or PHY 116 Introduction to Physics (NW l), (if science specialty area: PHY 116) PHY 114 Earth Science for Elementary Teachers (If science specialty area: PHY 116 and geology) BIO 102 The Biology World (NW 2) Elementary education majors are required to complete the following nonmajor and major courses. To be licensed hey must also complete an approved middle school specialty area and student teaching. Elementary Major and Licensure Requirements: 2003 must comply with the new program. No one will be licensed under programs described in previous catalogs after August 31, 2003. 136 Education Student Teaching Block EDC 481,483,485 Student Teaching (3.0) Student teaching is completed for licensure. It is not part of the major in elementary education. (S) Capstone Block EDC 410 Special Needs Learners EDC 480 School and Societv (WlISW) Methods Block I1 EED 341 K-6 Methods: Visual Arts (.25) EED 342 K-6 Methods: Music (.25) EED 350 K-6 Methods: Mathematics EED 360 K-6 Methods: Science EED 370 K-6 Methods: Social StudiestThematic Studies (.5) EED 380 Kindergarten Methods (.5) Methods Block I EED 310 K-6 Methods: Health/PE (.5) EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language ArtsIChildren's Literature Foundations Block I1 (courses beyond this point require admissions to the department) EDC 3 10 Learning and Development (HI) Foundations Block I EDC 200 Orientation to Education in an Urban Setting (C) EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) Major Courses Vicki Olson (chair), Joy Bartlett, Joseph Erickson, Jeanine Gregoire, Gretchen Irvine, Mary Jacobson, Anne Kaufman, Lynn Lindoy Susan O'Connor, Ron Petrich, Linda Stevens, Barbara West Education Faculty Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College education department licensure program. These requirements are: baccalaureate degree, academic major in an approved teaching area, and completion of an approved licensure program. t is the responsibility of each student to meet all specific requirements of the education department and the subject area major. Secondary and K-12 licensure students are expected to have advisers in both their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry, communication artditerature, dance/theatre, health, mathematics, music, physical education, physics, and social studies. A minimum GPA of 2.5 overall, 2.5 in the major, 2.0 in the specialty area, and grades of P in student teaching courses are required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of two full courses graded P/N, plus student Under new licensure rules, the state of Minnesota will require middle school specialty areas as a part of all elementary teacher licenses. Teachers will be able to teach at the middle school level in their specialty area. Students must complete a coursework program in one of the following areas: communication artshterature, mathematics, science, or social studies. See Education Department for specific courses required in each area. Methods Block I ESE 300 ReadingMriting in the Content Area Foundations Block I1 (Courses beyond this point require admission to the education department.) EDC 310 Learning and Development (HI) Foundations Block I EDC 200 Orientation to Education in an Urban Setting (C) EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) Non-departmental requirements: ENG 111 Effective Writing HPE 11'5 Chemical Dependency (.5) INS 105 Intro. to American Indians or INS 260 Contemporary American Indians (IA) Beginning Fall 2002, a graduate level elementary licensure option will be available through Weekend College. Licensure will be obtained through a combination of graduate and undergraduate credits. Contact the Education Department for information. Graduation with distinction or departmental honors is available to elementary education majors who maintain a 3.5 overall GPA and a 3.75 overall GPA in the major. An honors project must be completed, beginning in spring of the junior year. Guidelines for graduation with distinction are available in the education department. teaching, is the maximum allowed within the elementary education major. Secondary Education 13: Creating Learning Environments Diversity in the Schools (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual materials for teachindearning situations. Computer training will be included in this course. Learning and Development in an Educational Setting EDC 210 EDC 220 EDC 310 Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) A survey of educational psychology topics as applied to teaching and learning. Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Fieldwork experience. (Prereq.: ENG 111,sophomore standing) Beginning Fall 2002, a graduate level licensure option will be available through Weekend college. Licensure will be obtained through a combination of graduate and undergraduate credits. Contact the Education Department for Students may no longer license in a minor field of study Art, dancdtheatre, music, and physical education teacher education programs lead to licensure for grades K-12. tion program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take four courses in student teaching and do some student teaching at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the bachelor of music education major. EDC 200 Students preparing for licensure in one of these areas follow the secondary educa- Art, DanceITheatre, Music, and Physical Education Licensure (K-12) A minimum GPA of 2.5 overall, 2.5 in education, 2.5 in the teaching major, and P in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or better. Student Teaching Block ESE 481,483,485,487 Student Teaching (3.0-4.0). (S) Capstone Block EDC 410 Special Needs Learner EDC 480 School and Society (Wl/SW) Methods Block I1 ESE 3XX K-12 or 5-12 Special Methods in Licensure Area ESE 325 38 Secondary Education - - - The Special Needs Learner The study of students with disability, special needs, and gftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience. (Prereq.: PPST and admission to department or special permission of instructor) School and Society Emphasis on points of view about the role of school in modem society, relationships with parents and community collaborative models, leadership and professional development. Serves as final theoretical preparation for student teaching. Fieldwork experience. (Prereq.: PPST and admission to department) K-6 Methods: HealthIPhy Ed (.5 course) Examination and preparation of materials and resources for physical education and health at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience. (Preq.: PPST and admissions to department) K-6 Methods: Language Arts1 Children's Literature Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) Middle School Methods: Communication ArtsILiteratureWriting (.5 course) Introduction to the teaching of writing at the middle school level. (Prereq.: PPST and admission to department) K-6: Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) K-6: Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementmy levels. Fieldwork experience. (Prereq.: PPST and admission to department) K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 410 EDC 480 EED 310 EED 320 EED 330 EED 331 EED 341 EED 342 EED 350 Elementary Education 13! - - K-6 Methods: Social StudiesIThematic Studies (-5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380) Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: PPST and admission to department) EED 370 EED 380 ReadingIWriting in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Fieldwork experience. (Prereq.: PPST and admission to department) Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq.: PPST and admission to department) 5-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) 5-12 Methods: TheatreIDance Introduction to the teaching of theatre and dance in schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to the department) 5-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) ESE 300 ESE 325 ESE 310 ESE 320 ESE 330 EED 481, 483, 485,487 Student Teaching Three to four courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of degree program and program portfolio. K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experiences. (Prereq.: PPST and admission to department) EED 360 140 Secondary Education 5-12 Methods: Science Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department) K-12 Methods: Music Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and cumculum development. Fieldwork experience.(Prereq.: PPST and admission to department) K-12 Methods: Visual Arts Introduction to the teaching of media literacy in middle school and high school. Emphasis on instructional strategies and cumculum development. Required for communication artsfliterature license. (Prereq.: PPST and admission to department) 5-12 Methods: Media Literacy (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and cumculum development. Required for communication artsfliterature license. Fieldwork experience. (Prereq.: PPST and admission to department) 5-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and cuniculum development. Required for elementary concentration in communication araiterature. Fieldwork experience. (Prereq.: PPST and admission to department. NOTE: Students seeking 5-12 communication arts/literature license do not need to take ESE 300.) 5-12 Methods: Literature and Reading Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) Three to four courses of full-time, supervised student teaching required for licensure. Secondary licenses require three courses. K-12 licenses require four. Occurs upon satisfactory completion of licensure program and program portfolio. ESE 481, 483, 485, 487 Student Teaching ESE 370 ESE 360 ESE 352 ESE 351 ESE 350 ESE 340 P - Secondary Education 14 SPE 400 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq: PPST and admission to the department) HPE 115 Chemical Dependency (.5) ENG 111 Effective Writing INS 105 Introduction to American Indian Studies or INS 260 Contemporary American Indians Required Non-major Courses: Beginning Fall 2002, a graduate level licensure option will be available through Weekend College. Licensure will be obtained through a combination of graduate and undergraduate credits. Contact the Education Department for information. he special education EB/D major is available only through Weekend College; ideally, to people who are currently in schools working with students with this label. This major leads to Minnesota teaching licensure in special education with a specialty in ernotionaVbehaviora1disabilities. Courses labeled SPE are to be taken during the final year of coursework while students are working in an EBD setting. Variations on this ideal are possible; see the Education Department for more information. T Required Education Courses: EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) EDC 310 Learning and Development EDC 410 Special Needs Learner EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts1 Children's Literature EED 350 K-6 Methods: Math EED 360 K-6 Methods: Science SPE 315 Critical Issues Seminar SPE 400 Teaching Students with Emotional and Behavior Disabilities SPE 410 Implementing Assessment Strategies SPE 420 Planning, Design, and Delivery SPE 430 Instructional and Behavioral Practices SPE 440 Parent and Professional Planning Student Teaching Summer Practicum Planning, Design, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST and admission to the department) Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: PPST and admission to the department) Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. (Prereq: ENG 111, PPST and admission to department). SPE 420 SPE 430 SPE 440 Required courses: EDC 410 The Special Needs Learner EDU 491 Practicum and Seminar in Special Education SOC 231 Family Systems: A CrossCultural Perspective PSY 102 or PSY 105 Interested students should contact the director of special education at the outset of coursework. Choose one from the following: SOC 265 Gender, Race, and Ethnicity SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy PSY 357 Behavior Analysis PSY 359 Psychological assessment Choose one from the following: PSY 351 Developmental Psychology: Child pSy 352 Developmental Psychology: Adolescent and Young Adult pSy 353 D~~~~~~~~~~~~ Psychology~ Middle and Older Adult Implementing Assessment Strategies This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: PPST and admission to the department) SPE 410 The special education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. - Special Education 14: Bachelor of ArtsIBachelor of Engineering (B.A.1B.E.) enables students to receive a bachelor of arts degree from Augsburg College and a bachelor of engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of Technology. The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: University of Minnesota ugsburg College has cooperative arrangements with two universities to allow students to earn a bachelor of arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg engineering adviser is necessary. Applications for these programs require the recommendation of the Augsburg engineering adviser. A Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) EDU 491 The curriculum is the same as the B.A.B.E. curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the university before proceeding through the graduate cumculum. The number of such courses varies by IT department and area of emphasis within a department. Bachelor of ArtsIMaster of Engineering (B.A.1M.E.) enables students to receive a bachelor of arts degree from Augsburg College and a master of engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. The Special Needs Learner (see EDC course descriptions) EDC 410 4 4 Special Education - Students are also encouraged to explore opportunities for graduate work at Michigan Technological University Further information on these and other graduate programs is available from the Augsburg engineering adviser. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and are recommended by the engineering adviser of Augsburg College. This program enables students to receive a bachelor of arts degree from Augsburg and a bachelor of engineering degree from Michigan Technological University in a five-year period. Michigan Technological University Application for admission into the B.A.N.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.Ah4.E. program are not guaranteed admission to the Institute of Technology. Additional courses to meet general education requirements and a total of 24 courses at Augsburg. Normally MAT 145, 146 and PHY 121, 122 are taken in the freshman year. Students interested in chemical engineering also should take CHM 351,352. Four mathematics courses are required: MAT 145 Calculus I MAT 146 Calculus I1 MAT 245 Calculus I11 MAT 247 Modeling and Differential Equations or PHY 327 Special Functions of Mathematical Physics Minimum course requirements for admission to the dual-degree or three-two programs: CHM 115 General Chemistry CHM 116 General Chemistry CSC 170 Structured Programming ENG 111 Effective Writing PHY 121 General Physics I PHY 122 General Physics I1 Financial Aid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. Engineering 14: Students with an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library sci- The Augsburg Department of English integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the opportunity to use and refine their skills through working in internships on and off campus, tutoring English as a Second Language (ESL) students, or tutoring in the writing lab. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. hose who study English believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life's complexity, experience life as others do, and better understand the world in which we live and work. T One upper division course in American literature: ENG 350 American Literature Before 1920 or ENG 351 American Literature Since 1920 One 400 level course Two additional electives Two survey courses in British literature from: ENG 331 British Literature: Medieval to Elizabethan ENG 336 British Literature: 17th and 18th Centuries ENG 337 British Literature: The Romantics and the Victorians One course in European literature: ENG 271 European Literature: Homer to Dante or ENG 272 European Literature: Renaissance to the Modem Period Major Nine courses above ENG 111, including: ENG 225 Intermediate Expository Writing ENG 245 Introduction to Literature Kathryn Swanson (Chair), Candyce Clayton, Robert Cowgill, Cass Dalglish, Suzanne Donksy, Douglas Green, Joan Griffin,John Harkness, Dallas Liddle, Roseann Lloyd, John Mitchell, Ronald Palosaari, David Ross, John Schmit, Joan Thompson English Faculty ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses. Special Methods (two courses) ESE 350 5-12 Methods: Literature and Reading Experiential Requirement (no credit) One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to department approval) Note: If students choose two literature courses, one must be in American literature (ENG 350 or 351) and one must be in British literature (ENG 331, 336, 337, 338/438). SPC 112 Contest Public Speaking SPC 343 Broadcast Production I SPC 352 Persuasion SPC 354 Interpersonal Communication Major Requirements (12 courses) ENG 225 Intermediate Expository Writing ENG 226 Creative Writing or ENG 227 Journalism or one additional upper division literature course (ENG 350 or 351 recommended) ENG 245 Introduction to Literature ENG 271 or 272 European Literature ENG 345 Introduction to the English Language ENG 361 Studies in Modem Fiction ENG 399 Internship in Teaching Writing ENG xxx Upper division literature course (ENG 331,336,337, or 3381438 recommended) Prerequisite: ENG 111 Communication ArtsILiterature Teacher Licensure Major Majors are encouraged to consult their departmental adviser regularly. A student with a double major or special program that involves considerable work in the English department should also work closely with an adviser in the department. 5-12 Methods: Speaking and Listening 5-12 Methods: Media Literacy (.5 course) Five courses above ENG 111, including ENG 245; an upper division literature course; and an additional writing course. Minor GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early Oct. in senior year for department approval. Submit and defend paper before faculty committee. Honors project may be an independent study program (refer to departmental guidelines). Departmental Honors Students in this program must work with advisers in the English department and the education department in order to meet the professional requirements within the education department as well as the requirements for the major. Students are encouraged to take courses toward their major during the freshman and sophomore years, and apply for teacher education no later than the spring of their junior year. This major is only for those who seek to be licensed in communication artslliterature. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or a speech major. Additional ESE and EDC courses are required for licensure. They include EDC 200,210,220,310; ESE 300; EDC 410, 480; student teaching. Contact an education department adviser for information. ESE 352 ESE 351 English 14 Developmental Writing A preparatory course for ENG 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. Effective Writing Emphasis is on exposition, including learning research techniques and writing critical reviews. Attention is given to increasing students' effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. ENC 111 Note: First day attendance in all writing courses is mandatory for a student to hold hislher place in the course. ENG 111 Effective Writing is strongly recommended but not a prerequisite for a lower division literature course. Prerequisite for an upper division literature course is ENG 245 Introduction to Literature and/or consent of the instructor. Prerequisites Students in Effective Writing (ENG 111) and Developmental Writing (ENG 101) can elect the traditional grading system or P/N grading in consultation with their instructor up through the last week of class (without special permission/petition). Students who choose to receive a traditional grade in either course will receive a grade of N (one time only) if their work is below a 2.0. A student who repeats ENG 101 or 111 a second time and does not receive a grade of 2.0 or higher, will receive a grade of 0.0. required to enroll in ENG 101 Developmental Writing where they receive more individual instruction than is possible in ENG 111Effective Writing. These students must pass ENG 101 Developmental Writing with a grade of 2.0 or higher before enrolling in ENG 111Effective Writing. ENC 101 A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who do not show competence in composition skills-such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences-are The Enqlish - Placement Test Transfer English education students with a B.A. in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. Note: Transfer undergraduate majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer Students Five courses in writing (above ENG 11l), including ENG 225 and one upper division course in writing. Concentration in Writing 48 English - American Indian Literature A study of representative works of poetry and fiction by selected American Indian writers. Discussion and analysis on ways in which literature reflects and illuminates American Indian culture and traditions. Writing for Business and the Professions A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters, and proposals is emphasized. Students are encouraged to use material from their own areas of specialization. (Prereq.: ENG 111) Intermediate Expository Writing This course builds on the practices and methods of Effective Writing (ENG 111). Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111) lntroduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENG 111) Journalism An introductory newswriting course with emphasis on writing for the print and broadcast media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. An introduction to legal and ethical questions is included. (Prereq.: ENG 111) Women and Fiction A study of novels and short stories by women. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experiences in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. Introduction to Cinema Art An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected esthetic movements. (Spring) ENC 223 ENG 225 ENC 226 ENG 227 ENC 236 ENC 241 ENC 217,218 English as a Second Language Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ESL requirement is met. Students continue in ESL until the requirement is completed but can receive credit for only two courses (Fall: ENG 217; Spring: ENG 218) ENC 216 English 14 ENC 338 ENC 337 ENC 336 ENC 331 ENC 282 ENC 272 ENC 271 ENC 251 ENC 245 50 English Introduction to Literature Study of the bard's major plays-comedies, histories, tragedies, and romances -for their literary, dramatic, and cultural significance. Taught in conjunction with ENG 438. (Prereq.: ENG 245 or junior standing or consent of the instructor. Spring) Shakespeare Victorian poetry, Victorian prose, and two or three novels of the period. Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of instructor. Spring) A study of major writers of the 19th century, emphasizing Romantic and British Literature: the Romantics and the Victorians Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual, and social influences and the major literary movements. (Prereq.: ENG 245 or consent of instructor. Fall) British Literature: 17th and 18th Centuries A study of Chaucer and the medieval milieu, as well as the development of English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or consent of instructor. Fall) British Literature: Medieval to Elizabethan Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. Topics in Literature Study of masterpieces of literature, chiefly European, from the medieval to the modem period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. (Spring) European Literature: From the Renaissance to the Modern Period Study of major works of Greek and Roman literature, including Homer, Virgil, Aeschylus, Sophocles, and Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Fall) European Literature: Homer to Dante An introduction to selected texts of literary and historical importance that yield an understanding of our Western heritage and contemporary American world views. Themes could include the emergence of a national identity the shaping of a collective American memory, and the contributions to American thought by women and people of color. Readings in American Literature An initiation into the formal study of fiction, poetry, and drama, drawing on works from several periods, different cultures and races, and male and female writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature. Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.: ENG 245 or consent of instructor) Topics Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall) Studies in Modern Fiction Writers are selected to represent the literary variety and the regional, ethnic, and racial diversity of the men and women who have responded significantly in literary works to the changing conditions of modem American life. (Prereq.: ENG 245 or consent of instructor. Spring) American Literature Since 1920 Reading of selected writers from colonial times to the beginning of the 20th century. Attention given to the intellectual, social, and literary movements that stimulated the writers. The writers' continuing influence on our modem sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall) American Literature Before 1920 This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository essays and news reports. This course is designed for persons wishing to explore the use of computer-assisted research and those preparing to enter the communication professions. (Prereq.: ENG 225 or ENG 227 or consent of instructor. MPG 3.) Quantitative Journalism:Computer-Assisted Reporting and Research A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Students are introduced to the primary components of linguistics, and the development of the English language. (Prereq.: ENG 245 or consent of instructor.) Introduction to the English Language The purpose of this course is to help the experienced student improve creative writing in a single genre, as announced in the class schedule. (Prereq.: ENG 226 or consent of instructor on the basis of submitted work.) Advanced Creative Writing ENC 436 A study of novels and short stories by women. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. Reading of theoretical essays. (Prereq.: ENG 245 or consent of instructor) Women and Fiction All 400-level courses will involve some reading and study of literary criticism or: in the case of writing classes, ofwhat writers andlor composition theorists have to say about writing. ENC 382 ENC 361 ENC 351 ENC 350 ENC 347 ENC 345 ENC 341 English 1s' Creative Non-Fiction: Advanced Expository Writing Designed for the self-motivated writer, the course emphasizes the conventions of professional writing, including appropriate styles, voice, subjects, and technigues for gatheTing information. (Prereq.: ENG 225 and consent of instructor. Alternate years) Criticism The course focuses on a variety of recent critical theories and approaches with which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with applications to a small group of literary and cinematic texts. (Prereq.: ENG 245 or consent of instructor. Alternate years) Topics in Language and Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.: ENG 245 or consent of instructor) ENC 445 ENC 480 ENC 482 Playwriting Directed Study See description on page 92. lnternship See description on page 91. Note: The internship in Teaching Writing requires completion of ENG 225 and approval of the department chair. Independent StudyIResearch See description on page 92. Open to junior or senior English majors with an overall GPA of 3.0 and consent of department chair. ENC 299 ENC 399 ENC 499 See listing under Modem Languages. See listing under Modem Languages. See listing under Interdisciplinary Studies. lnternship See description on page 91. ENC 199 Internships and Independent Study Courses: THR 325 See department listingfor a description of the following approved elective: Shakespeare Taught in conjunction with ENG 338 (see above). Includes exposure to Shakespeare criticism. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 438 s Critical Thinking A course to enhance the ability of students to analyze, synthesize, and evaluate claims, this course is designed specifically to strengthen critical thinking skills of entering students who are determined to need such skill enhancement by the entry critical thinking assessment. This course may not be taken by students who have passed the Critical Thinking Assessment. Introduction to the Liberal Arts An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be taken by students who have completed eight credits. Quantitative Reasoning/StatisticaI Literacy Critical thinking about statistics as evidence in arguments involving predictions and explanations. Topics include reading and evaluating tables, graphs, and statistical models as well as generalizations, traditional confidence intervals, and hypothesis tests. Emphasis on interpretation, evaluation, and communication. (Prereq.: MPG 3) City Seminar: Experiential Education (.O course) Students engaged in a minimum of 50 hours of internship/se~cdcooperative education use that experience as a catalyst for learning about the Twin Cities as an urban community system. Students participate in a required seminar, completing five reflective assignments designed to introduce them to a systematic, ecological way to understand how cities function. The seminar enables the student to meet the objectives of The City Perspective. Permission of instructor. No course credit. CST 100 CST 140 CST 200 CST 209 See listing under Modem Languages. Cooperative Education (.O course) A non-credit notation recognizes the academic learning inherent in an approved co-op education assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center for Service, Work, and Learning. No course credit. CST 009 ome courses help to integrate learning around topics in ways that are different from the more traditional disciplines. General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating faculty Marilyn Florian (Chair), Brian Amrnann, Lisa Broek, Carol Enke, Mary EwertKnodell, Paul Grauer, Alvin Kloppen, Lauri Ludeman, Jack Osberg, Joyce Pfaff, Missy Strauch, Eileen Kaese Uzarek Health and Physical Education Faculty All health and physical education majors seeking licensure must receive a grade of 2.0 in all courses with an HPE prefix applying to the major. The health education department prepares students for careers in school health education and wellness. This program offers a comprehensive health component in examining prevention and promotion needs for individuals, schools, and the community. The physical education department provides the organizational framework for a wide range of educational experiences, including several major and minor programs: general education in physical education; men's and women's intercollegiate athletic programs; intramural programs for men and women; and athletic facilities for developmental and recreational activities. irtually all students at Augsburg College will interact at some point in their college years with the Department of Health and Physical Education. It is the philosophy of the department to provide quality experiences in professional preparation and education for lifelong participation in physical activity In addition, the gifted athlete as well as the recreational participant will find ample opportunity for athletic and developmental activities. v The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Licensure Major Health Education Major HPE 101 Fitness For Life HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 316 Human Sexuality HPE 320 School Health Curriculum (Fall: even years) HPE 356 Measurement and Assessment in HPE HPE 390 Instructional Methods and Materials (Fall: odd years) HPE 410 Administration and Supervision of the School Health Program (Fall: even years) HPE 450 Current Health Issues BIO 103 Human Anatomy and Physiology PSY 201 Health Psychology PSY 351 Developmental Psychology: Child or PSY 352 Developmental Psychology: Adolescent and Young Adult Must have instructor's certification for CPR and first aid. HEALTH EDUCATION - The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Licensure Major Physical Education Major HPE 101 Fitness for Life HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 210 Introduction to Physical Education HPE 220 Motor Learning HPE 232 Dance (Interim) HPE 254 Introduction to Development/ Adapted Physical Education HPE 275 Prevention and Care of Athletic Injuries (Interim) HPE 323 Team Sports HPE 331 Individual and Dual Sports HPE 335 Outdoor Education HPE 340 Organization and Administration of Physical Education Programs HPE 350 Kinesiology HPE 351 Physiology of Exercise HPE 356 Measurement and Assessment in HPE HPE 473 Physical Education Curriculum BIO 103 Human Anatomy and Physiology Recommended: PHED 250, PHED 422, PHED 423, and PHED 425 (at St. Thomas). Also required: 1,500 hours of practical experience under the direction of a Certified Athletic Trainer to be completed by December 31, 2003. Internship in Athletic Training requires: BIO 103 Human Anatomy and Physiology BIO 252 Human Physiology (at St. Catherine) HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 275 Prevention and Care of Athletic Injuries HPE 350 Kinesiology HPE 351 Physiology of Exercise HPED 425 Advanced athletic training (at St. Thomas) HPE 114 Health and Safety Education HPE 275 Prevention and Care of Athletic Injuries HPE 280 Coaching Theory (Fall, even years) Coaching (not a major) Minnesota Board of Teaching Statute 35 12.3100 Employment of Head Varsity Coaches of Interscholastic Sports in Senior High Schools requires: HPE 101,115,210,223, 231,232,351. There is no PE teaching minor in Minnesota public schools. HPE 101, 110,114, 115,316,320,390, 450, BIO 103. PHYSICAL EDUCATION Minor Minor Health and Physical Education 15: - - HPE 450 HPE 410 HPE 390 HPE 356 HPE 320 HPE 316 HPE 115 HPE 114 HPE 110 HPE 101 personal (.5 course) (.5 course) (.5 course) This course uses "critical thinking" skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years) Current Health Issues (.5 course) Historical background, legal basis, and school health services relationship to community and school health programs and resources. (Fall: even years) Administration and Supervision of the School Health Program (.5 course) Principles and methods of instruction applied to health education grades K12. Emphasis upon teachingearning strategies and student assessment. Evaluation and development of materials included. (Fall: odd years) Instructional Methods and Materials in Health Education Sunrey of basic statistical procedures, standards, assessment and evaluation of tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either HPE 110 or HPE 210 and 220. Fall) Measurement and Assessment in HPE Techniques for developing a course of study in school health, based upon growth and development, for grades K-12. Examination of "standardsn and pedagogy for health education, curriculum, and assessment included. (Fall: even years) School Health Curriculum A study of the psychological, social, and biological components of human sexuality (Spring) Human Sexuality An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, Spring) Health and Chemical Dependency Education Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) Health and Safety Education Modem concepts and practices of health and healthful living applied to the individual and the community (Fall) Personal and Community Health health and fitness. (Fall and Spring) A course designed to provide the knowledge and skills to mod* Fitness for Life HEALTH EDUCATION 156 Health and Physical Education HPE 340 HPE 335 HPE 331 HPE 323 HPE 275 HPE 254 HPE 232 HPE 220 HPE 210 HPE 101 (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) tion and athletic programs. (Prereq.: HPE 210. Fall) A survey of management, leadership, and decision-making for physical educa- Organization and Administration of Physical Education Programs (.5 course) A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. (Prereq.: HPE 101, HPE 114, HPE 210. Split falllspring, even years) Outdoor Education Theory and practice in skills, teaching, and officiating individual and dual sports including history, rules, and skill development. (Fall) Individual and Dual Sports Theory and practice in team sports including history, rules, and skill development. (Spring) Team Sports Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. (Prereq.: HPE 114. Spring) Prevention and Care of Athletic Injuries childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall) A general overview of developmentalladapted physical education from early Introduction to Developmental/Adapted Physical Education (.5 course) Theory and practice in teaching and performing American heritage and international dances. (Spring) Dance The study of the processes associated with developing motor skills relative to physical activity (Spring) Motor Learning History, principles, and philosophy of physical education and sport. (Spring) Introduction to Physical Education A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall, Spring) Fitness for Life HPE 002, 003 Lifetime Sports (.O course) Three hours per week. Two lifetime sports meet the general education requirements. No course credit. (Fall, Spring) PHYSICAL EDUCATION Health and Physical Education 15; Kinesiology (.5 course) Examination and preparation of materials and resources for physical education with laboratory experience. (Prereq.: HPE 210. Fall) Physical Education Curriculum (.5 course) Procedures, materials, and issues for teaching physical education in secondary schools. (Consult with department chair for prerequisites. Spring) Physical Education Methods (7-12) Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult with department chair for prerequisites. Fall) Physical Education Methods (K-6) Survey of basic statistical procedures, standards, assessment and evaluation of tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either HPE 110 or HPE 210 and 220. Fall) Measurement and Assessment in HPE The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. (Prereq.: BIO 103. Spring) Physiology of Exercise Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prereq.: BIO 103. Fall) HPE 499 HPE 399 HPE 299 HPE 199 See description on page 92. Open only to junior or senior majors. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: HPE 473 HPE 368 HPE 365 HPE 356 HPE 351 HPE 350 - Health and Physical Education 158 H Nine courses (including HIS 495 seminar). At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and Major History Faculty Jacqueline deVries (Chair), Phil Adamo, William Green, John Gregg, Don Gustafson, Chris Kimball The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in several fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. istory is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J. R. Strayer expressed it this way: "No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community" Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper division course (300- and 400-level). See instructor for permission. Prerequisites First-year students should enroll in one or more of the 101-104 courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. GPA of 3.6 in the major and 3.0 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. Departmental Honors Five courses, at least three of which must be upper division. Minor The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Licensure medieval, modem Europe, U.S., and nonWestern. - An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. The Modern Non-Western World A study of the main currents in Western civilization from the time of Napoleon to the present. The Modern World A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. The Shaping of Western Civilization An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. The Beginning of Western Culture courses at Augsburg. A minor normally requires two courses taken at Augsburg. HIS 220 HIS 195 A survey of the contacts between American, African, and European cultures and the political, religious, and racial diversity that formed colonial life, including a study of independence, expansion, and democratization of the new republic. America to 1815 An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. Topics in History This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. (Prereq.: Consent of instructor required for HIS 462) HIS 1621462 20th Century South Asia An exploration of selected topics and case studies in Latin American history from Pre-Columbian times through the conquest and colonial periods up to modem Latin America. Additional readings and written assignments will be required for upper-division students. (Prereq.: Consent of instructor required for HIS 350) HIS 150/350 Cultural Conflict and Change in Latin America HIS 104 HIS 103 HIS 102 HIS 101 Transfer students planning a major must normally take at least three of their Transfer Students 160 History 19th-Century U.S. HIS 311 HIS 249 History of African American Civil Rights, 1915-1972 HIS 243 Exploration of selected topics in women's history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. Topics in Women's History (See Department of Art for course description) The Designed Environment A continuation of HIS 242 with special emphasis on the contributions of W. E. B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. History of African American Civil Rights, 1619-1915 A survey of the development of Afiican American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Topics in African American History This course examines the racial, ethnic, political and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. Minnesota History An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modem legal system. American Legal History The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. History of the Twin Cities A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal government, the implications of increasing racial and ethnic diversity, and the impact of affluence. 20th-Century U.S. A survey emphasizing cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and Reconstruction. HIS 242 HIS 241 HIS 234 HIS 228 HIS 225 HIS 222 HIS 221 History 16 - HIS 348 HIS 347 HIS 346 HIS 336 HIS 335 HIS 332 HIS 331 HIS 326 HIS 323 162 History Modern China An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. (Prereq.: 100-level course or consent of instructor) Russia and the Soviet Union in the 20th Century Four specific mini-courses together provide an overview of Mexico's historical development from pre-Columbian times to the present day. MesoAmerica: Legacy of the Conqueror peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (See page 179 in International Studies.) A survey of Namibia and South Africa including the experience of indigenous Namibia and South Africa: A Historical Perspective A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. American Labor History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. American Urban History A survey of U.S. foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, the emergence of the U.S. as an economic and military power. History of U.S. Foreign Relations In-depth exploration of selected topics in U.S. history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Topics in U.S. History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. American Indian History A selective treatment of Chinese history since the Opium War of 1839; the erosion of China's isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. HIS 474 HIS 440 HIS 381 HIS 380 HIS 370 HIS 361 HIS 360 HIS 354 HIS 352 HIS 349 Europe's discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. The World and the West This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. Topics in World History With attention to class, racial, and ethnic differences among women, this class examines the changing legal, political, economic, social, and sexual status of women in Europe and North America since the Victorian period. The History of Women in the West Since 1870 A thematic and comparative examination with primary focus on Europe and North America, emphasizing changing conceptions of women's work, public roles, sexuality, life cycles, and familial roles in the Renaissance, early American, Enlightenment, and Victorian periods. The History of Women in the West to 1870 emphasizing modifications of these institutions by the Italian Renaissance and' the early years of the Reformation. A study of the scholastic tradition and the role of the Church and state, The Late Middle Ages to 1560s Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the world's greatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process. Hellenistic Greece and Rome to 330 A.D. Civilization of the Near East from earliest times through its extension and elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions. The Ancient Near East and Greece to 338 B.C. This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. Britain and the Commonwealth Since 1688 A survey of the social, political, and cultural development of modem Germany, focusing on the question of Germany's sondenveg (special path) and examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust. Modern Germany (See Department of Art for course description) The Designed Environment History 16 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Permission of the instructor is required. (Offered at least once each year, during the fall term.) lnternship See description on page 91. Independent StudyIResearch See description on page 92. A maldmum of one course in independent study may be applied to the major. (Prereq.: 3.5 GPA in history) HIS 399 HIS 499 Introduction to Computing and Communications Integrated with HON 100, this course introduces computing basics, hardware and software, the possibilities and limitations of computing, artificial intelligence, communications basics, the Internet, and some of the social, philosophic, and economic implications of computing. Self-Identify and Society Psychological, sociological, anthropological, and theological perspectives are used to explore the role of the individual in community and other social institutions. HON 160 HON 210 HON 100-101 Freshman Honors Seminar This is the program's introduction to the Honors Program and to collegiate scholarship. We explore an interdisciplinary mix of Western history, the Bible, English literature, and philosophical texts as we assess the Western tradition and Christianity's place within that tradition. T h e r e are two ways to graduate from the Honors Program- Graduate with Distinction or Honors Program graduate. Graduating with distinction requires satisfylng all program requirements, a 3.5 GPA, Directed Study See description on page 92. A maximum of one course in directed study may be applied to the major. HIS 299 and successful completion of a departmental honors project. Honors Program graduate requires a 3.3 GPA and service on the Honors Review editorial board. Students take five of the following courses and four mini-seminars. (Four mini-seminars equal one credit.) Internship See description on page 91. HIS 199 Internships and Independent Study Courses: HIS 495 164 History History of Jazz Studies not only jazz as an art form, but as an expression of culture, race, gender, creativity, and community created by jazz musicians. Philosophy of Science Explores and assesses scientific theories, laws of nature, evidence, whether science generates truth, and, from more recent developments, the philosophical implications of chaos and complexity. Senior Honors Seminar This capstone course explores one of three topics: the relationship of science to religion, the life and thought of C.S. Lewis, or the history and significance of Hispanic Christianity in the United States. HON 241 HON 365 HON 401 L Chemistry in Context A one-semester introduction to science through selected topics in chemistry that emphasize current issues in science. More specifically, it introduces honors students to science and scientific ways of knowing. HON 214 L The Poverty and Wealth of Nations Adam Smith published The Wealth of Nations in 1776 puzzling over the question of who's rich and who's poor. Do we have any more answers now than he did then? Emphasis in the course will be placed on understanding economic systems from around the world and how individuals make choices within this framework. This course fulfills the Social World Area 1 or 2 perspective. HON 217 I Human Community and Modern Metropolis Using the basic concepts and methods of sociology, this course enables students to explore the concept of human community and the social institutions which facilitate that community. HON 212 For other interdisciplinary course listings, see International Studies. Augsburg also offers students the oppomnity to major and minor in Women's Studles, Metro-Urban Studies, and American Indian studies. dents are better prepared to become contibuting members of the global community. Dyanamic Social Systems This course is designed specifically to facilitate the development of this understanding through the exploration of alternative social science perspectives of how social organizations function and adapt. HON 21 1 nterdisciplinary studies covers a broad spectrum of experience and coursework. students gain greater insight and understandmg of cultures and ~ersvectivesdifferent from their own. Through these experiences stu- - Honors Program 16: - Introduction to American Indian Studies This course is an introduction to the content areas of the American Indian studies curriculum, including an overview of American Indian history, American Indian literature, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, art, music, and language. Five courses including INS 105. At least two must be upper division. Minor In addition student must complete five electives. At least five of the courses toward the major must be upper division. Major Ten courses including; INS 105 Introduction to American Indian Studies INS 260 Contemporary American Indians HIS 326 American Indian History REL 370 American Indian Spirituality and Philosophical Thought INS 499 Capstone Project Adjunct Faculty Priscilla Buffalohead, Steve Chapman, Robert Danforth, Rick Greschyk, Sophia Jacobson, Dale Weston American Indian Literature (See Department of English for course description.) Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. ENC 216 INS 233 OJB 111, 112 Beginning Ojibwe I, I1 (See Department of Modem Languages for course description.) INS 105 Associated Faculty Eric Buffalohead (Sociology), John Gregg (History) Coordinator Eric Buffalohead American Indian Studies is a major h a t gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indian cultures. 6 6 Interdisciplinary Studies INS 499 INS 495 REL 370 HIS 326 INS 332 INS 320 ART 290 INS 264 INS 260 - An independently designed research project to fulfill the capstone requirement. Independent ResearchICapstone Project This course will examine the experiences of the Dakota and Ojibwe in Minnesota from the time of contact to the present situation of both tribes. Each group's history and experiences will be studied and compared. Major historical events will be examined as well as significant events important to each group. Minnesota lndians (See Department of Religion for course description.) American lndian Spirituality and Philosophical Thought (See Department of History for course description.) American lndian History The objective of this course is to study Native American Storytelling from a cultural perspective. An appreciation of oral traditions ill be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. Native American Storytelling The focus is on the roles played by women in the tribal cultures of North America. It explores the continuity of women's roles over time, as well as changes in these roles, precipitated by the influence of Western colonialism. It examines the life histories of Indian women and assesses their contributions to Indian community life today. American lndian Women (See Department of Art for course description.) Tribal Arts and Culture Various images of the North American Indian, created by Hollywood and television, are studied. Films from 1913 to the present are viewed in order to provide an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural ideologies. American lndians in the Cinema This course examines the situation of American Indians in the United States since the Indian Reorganization Act (1934). Emphasis is on such current issues as tribal sovereignty, treaty rights, and education. The tension of cultural change and religious, traditional persistence among selected American Indian tribes today is highlighted. Contemporary American lndians Interdisciplinary Studies 16 - In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. (Prereq.: POL 241 or equivalent and passing a water safety test) River Politics Field Seminar This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of the role the individual plays within the context of workplace relationships. Emphasis is placed on interpersonal, group, and organizational relationships. (Prereq.: Junior or senior standing and at least one of the following coursesSOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105) Building Working Relationships (See Department of History for course description.) Topics in African American History An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. The African American Experience in America The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and Islamic patterns of life. Introduction to Islam (See Department of Religion for course description.) Religion in African American History Coordinator The of the 'lst century demands complex skills. It is not enough to have an area of expertise or be a good manager. One needs leadership skills. The Augsburg Norma Noonan curriculum offers a minor in leadership studies, drawing on a wide variety of courses across disciplinary lines. A minor in leadership studies can enhance your major in a wide variety of disciplines including business, sociology, political science, communication, computer science, economics, and psychology. This course introduces students to the range of qualitative methods available for the applied study of social issues and prepares them for a substantial research project. In separate labs, students will acquire skilk in either archival research, content analysis, interviewing, or participant observation. (Prereq.: upper division or graduate standing and at least one upper division course in the student's major, or consent of the instructors) INS 381I581 Qualitative Research Methods INS 342 INS 325 HIS 241 INS 232 INS 225 REL 231 68 Interdisciplinary Studies Metro-Urban Studies is a multidisciplinary major and minor taught by faculty in sociology, economics, history, political science, psychology, and other related disciplines. Memo-Urban Studies is designed to blend classroom and field experience, theory, and internships that focus the content of liberal learning on the metropolitan community and the process of urbanization. Select two courses from the following list. (No more than one per department.) BUS 340 Human Resource Management (prereq. BUS 242) BUS 440 Strategic Management (prereq. BUS 242) [S] HIS 222 20th-Century U.S. [WH, CT] INS 325 Building Working Relationships (WECDay) [HI, Sl PSY 373 Industrial Organizational Psychology (prereq. PSY 102 or 105) [Sl SPC 321 Business and Professional Speaking SPC 355 Small Group Communication (no prereq.) SPC 410 The Self and the Organization (WEC) [HI] Required electives: (2) Principles of Management (no . prereq.) SOC 349 Organizational Theory (prereq. SOC 121 or permission of instructor) [CT] SPC 345 Organizational Communication (no prereq.) POL 421 (Topics: This topic only) Becoming a Leader (prereq. one POL course or permission of instructor) [S] This course will be the only integrative course in the minor. BUS 242 Required courses: (4) Major 10 courses including: ECO 110 Economics of Urban Issues POL 122 Metropolitan Complex SOC 21 1 Community and the Modern Metropolis HIS 225 History of the Twin Cities or HIS 335 Urban American History SOC 362 Statistical Analysis or POL 483 PoliticaVStatistics/ Methodology SOC 363 Research Methods or POL 484 Political Analysis Seminar Metro-Urban Studies Faculty Gany Hesser (Director, SOC), Andrew Aoki (POL), Jeanne Boeh, (ECO), Chris Kimball (HIS), Michael O'Neal (SOC) , Michael Shock (SWK) Internships, community service-learning, and cooperative education are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College's location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of the Twin Cities (ACTC) enrich the overall program with additional courses and semester-long programs. Metro-Urban Studies and the general education Perspective on The City introduce students to the wide variety of developing careers related to urban and metropolitan affairs and equip students with the analytical and theoretical tools required to understand and contribute to the metropolitan community. The Metro-Urban Studies major and minor also provide undergraduate preparation for postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government, community organization, and theology. Interdisciplinary studies 16 - Internship See description on page 91. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week. Independent Study-Metropolitan INS 399 INS 498 Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs. Through HECUA, Augsburg students have access to six interdisciplinary field learning programs of exceptional quality, located in Scandinavia, South America, C e n ~ a l -4merica. and the Twin Cities. Also see In tcmaiioml Studies listings. Independent Study/Research See description on page 92. (Prereq.: POL 484 or SOC 363) utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 211 and consent of instructor) An independently-designed course developed by a student (or group of students), URBAN STUDIES OPTIONS THROUGH HECUA INS 499 Directed Study See description on page 92. (Prereq.: POL 122 or SOC 211) INS 299 Resources Internship See description on page 91. INS 199 Internships and Independent Study Courses: The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the director of the program. HECUA off-campus programs are highly recommended, especially the MetroUrban Studies Term (MUST) Twin Cities program. Students interested in graduate Minor POL 122, SOC 211, HIS 225, and two of the following: HIS 335, SOC 381, or INS 399. school are encouraged to take ECO 113 Principles of Microeconomics. SOC 381 The City and Metro-Urban Planning INS 399 Internship Plus two additional approved urban-related courses. (Courses fulfilling The City Perspective generally meet the urbanrelated requirement.) 170 Interdisciplinary Studies - OR SPRING Field Seminar: Urban Inequality and Social Change Concrete conditions of life and community issues in different neighborhoods provide varying-at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. Internship (2 course credits) See description on page 91. INS 359 INS 399 The Politics of Artistic Expression Studv of the social and cultural historv of urban art. the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. Internship (2 course credits) See description on page 91. INS 331 INS 399 Ill. SEE HECUA UNDER INTERNATIONAL STUDIES (SUST, SAUS, CILA, AND EECLA) Field Seminar: Emerging Art and Urban Cultures Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. INS 330 Study of the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich resources for the program. II. CITY ARTS-SPRING Reading Seminar: Diversity and Unequal Urban Development Interdisciplinary readings connect experiences and direct obsewation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. INS 358 This "Semester in the Cities" program focuses upon the Twin Cities metro area. I. METRO-URBAN STUDIES TERM (MUST)-FALL Interdisciplinary Studies 171 - Nordic area studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common val- Students are encouraged to continue more advanced language study through the ACTC language contract with the University of Minnesota. A program of study abroad or an internship in the Middle East is recommended strongly and will receive credit toward the minor. 3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area. 2. Required foundational course: POL 358 (Hamline) Politics and Society of the Middle East. 1. Language courses: one year (2 courses) of elementary Arabic, Hebrew, or another Middle Eastern language (or equivalent competency) Six courses, including language and area studies courses (consult the program director for ACTC listing of approved courses): Requirements The Middle East studies minor offers students the opportunity to learn about the religions, economic situation, historical and political developments, literature, philosophy, and culture of Middle Eastern people and countries. 172 Interdisciplinary Studies Recommended supporting preparation: Study abroad through International Partners, or SUST (See International Studies, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland or Iceland; elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, international relations, sociology or social work. At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major on approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian language course listings under the Department of Modem Languages. Other Requirements Minor Four upper division courses. Major Eight courses, six of which must be upper division. Coordinator Frankie Shackelford ues, and a high degree of political, social, and economic interdependency Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community. (See International Studies, Scandinavian Urban Studies Term) Urbanization and Development in Scandinavia (See International Studies, Scandinavian Urban Studies Term) Norwegian Art and Literature: Perspectives on Social Change (See Department of Art) Scandinavian Arts (See International Studies, Scandinavian Urban Studies Term) Scandinavia in the World (See International Studies, Scandinavian Urban Studies Term) Norwegian Language and Culture Readings include dramatic works by Ibsen, Strindberg, and selected 20th century h a t i * . Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in Norwegian ISynng: alternate years) The Modern Nordic Drama Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: alternate years) The Modern Nordic Novel A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. Contemporary Norden lnternship See description on page 92. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. For degree and major requirements see page 275. NAS 499 NAS 399 NAS 299 NAS 199 Internships and Independent Study Courses: NAS 394 NAS 393 ART 382 NAS 377 NAS 372 NAS 352 NAS 351 NAS 230 Interdisciplinary Studies 17: - - I Required core courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 103 The Modem World or HIS 104 The Modem Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics POL 490 Seminar in International Relations Norma Noonan Director Recent students have had double majors in history, political science, international business or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. nternational Relations is an interdisciplinary major that offers the student both breadth and depth. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study for an Interim or semester. Competency in one language is required, and some students study two languages. Two of the following: BUS 368 Responding to the Challenges of Japan BUS 465 International Management MKT 466 International Marketing Required core courses of the international relations major, plus the following six courses: BUS 362 International Business ECO 317 Comparative Economic Systems International Relations Major with International Business Concentration Interim courses, seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second language. Required electives Six of the following (not more than three from any one discipline may be counted toward the major): BUS 362,368,465 ECO 317,360,365 HIS 346,348,352,354,440,474 MKT 466 PHI 355 POL 350,351,359,382,459 REL 356,420 SOC 241 SPC 329 FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Modem Languages.) SWK 230 Also, the equivalent of four terms of college work in a modem language. Two of the following: HIS 332 History of U.S. Foreign Relations POL 363 Russian and Chinese Foreign Policies POL 461 Topics in International Politics Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic nternational study at Augsburg aims to increase intercultural competency and reflects the College's strong commitment to internationalism. Programs administered by the Center for Global Education, by International Partners, and by the Higher Education Consortium for Urban Affairs (HECUA) offer excellent opportunities for rigorous academic work, greater understanding of cross-cultural issues, and exploration of the benefits of global citizenship. I GPA of 3.5 in the major; 3.0 overall. In addition to fulfilling the requirements for the major, the student must complete an honors thesis no later than March 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete Departmental Honors Note: Several of the business courses have prerequisites. Please consult the catalog and your academic adviser before registering for one of the advanced courses. One elective from the list of international relations major electives, excluding other business, economics, and marketing courses. One of the following: ECO 360 International Economics ECO 365 Environmental Economics and Sustainable Development Students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off campus through the study abroad adviser. In addition to semester and year-long programs, summer abroad courses also provide a number of educational opportunities. Students interested in these or other external off-campus study experiences should program. Students normally receive the same number of course credits abroad as they would if studying on campus. Courses abroad can fulfill major, distributiodgenera1 education, and graduation requirements when approved by the appropriate program directors and faculty before departure. Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modem language. Three courses from the list of required electives for the major. Not more than two courses from any department can count toward the minor. Minor an honors major by the end of their junior year. International Studies 17; The International Partners Program combines rigorous academic work with daily immersion in another culture. It offers students an opportunity to study abroad with outstanding faculty and to gain practical experience overseas in their major fields. INTERNATIONAL PARTNERS International study programs administered by the Center for Global Education and approved by Augsburg are listed below. For information on these programs, contact the academic programs abroad office. The center's study programs are conducted in Mexico, Central America, and Namibia. They integrate rigorous academic work with real-life experiences. Students learn not only from textbooks but live in the midst of the society they are studying, encountering the people and culture inside and outside the walls of a classroom. All programs include family stays, regional travel, community-based living, and opportunities for volunteer work and internships. The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. THE CENTER FOR GLOBAL EDUCATION contact the study abroad adviser. Applications are due April 1 for the fall term or academic year, and October 15 for the spring term. The cost for many programs is comparable to full room, board, and tuition for on-campus study, plus airfare. Financial aid is granted on the same basis as on-campus study. 76 International Studies International study programs administered by HECUA and approved through Augsburg are listed below. For information on these programs, contact the Center for Global Education. For non-international HECUA courses, see Interdisciplinary Studies (INS), MetroUrban Studies. Augsburg, in consortium with other colleges and universities, offers programs through HECUA in four different fullsemester programs in Norway, Guatemala, and Ecuador. All programs emphasize the impact of social change and cross-cultural factors on the human community HECUA programs include intense language experience and field study. The cost is equivalent to full tuition, room, and board for one semester on campus, plus airfare. THE HIGHER EDUCATION CONSORTIUM FOR URBAN AFFAIRS (HECUA) Study abroad through International Partners emphasizes business, education, and social work, but is not limited to these fields. The study program may be for one year, one semester, or a summer session. Participation may be on an individual basis or as part of a student group. For further information, contact the International Partners office. The program is founded on reciprocal agreements with selected institutions of higher learning in Europe. Under these agreements International Partner students from abroad receive part of their academic training at Augsburg, and qualified Augsburg students are guaranteed admission to partner institutions, where courses are pre-approved for credit toward graduation requirements at Augsburg. Latin American Literature: Before 20th-Century Voices Students examine issues of social change through the voices of contemporary Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees. SPA 356 SPA/INS/WST 399 Internship REL/WST 366 The Church and Social Change in Latin America A study of the dominant theological perspectives that have shaped Latin America culture and politics. Focuses on the relationship between theology and social/political transformation. POL/WST 359 Women in Comparative Politics-Women in Latin America An examination of critical global issues affecting Latin America and the impact these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies, and revolution. INS/WST 31 1 Gender, Health, and Development Students reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. Latin American development and educational theories and practices are examined, as well as social change strategies. Conversation and Composition Improve written and Spanish language expression through discussions, debates, oral reports, journals, and compositions, including formal letters, newspaper articles, and position papers on key topics in Mexican current events. SPA 317 SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester, taught by Mexican instructors. (Required course. Placement level determined by program director.) Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also approved for credit in women's studies. Participation in the program will fulfill the IA general education perspective credit. REL 366 will fulfill one CF3 perspective credit, and a Spanish course will fulfill one modem language skill credit. Application deadline is April 1. This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and empowerment of women. Students engage in gender analysis of key social, economic, political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of race, class, and gender, and leam first-hand from both women and men who are involved in struggles for sustainable development and social change. CROSSING BORDERS: GENDER AND SOCIAL CHANCE IN MESOAMERICA (MEXICO)-FALL International Studies 17 Latin American Literature: Before 20th-Century Voices Students examine issues of social change through the voices of contemporary Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees. Cultural Conflict and Change in Latin America An exploration of selected topics and case studies in Latin American history from Pre-Columbian times through the conquest and colonial periods up to modem Latin America. SPA 356 HIS 350 REL 313 Environmental Theology and Ethics POLIWST 341 Environmental Politics Topics studied include development politics in Latin America from preColumbian times to the present, environmental issues from a gender perspective, and political and economic policies that promote and/or hinder sustainable development. Conversation and Composition Improve written and Spanish language expression through discussions, debates, oral reports, journals, and compositions, including formal letters, newspaper articles, and position papers on key topics in Mexican current events. SPA 317 SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks, taught by Mexican instructors. (Placement level determined by program director.) Participation in the program will fulfill the IA general education perspective credit, and a Spanish course will fulfill one modem language skill credit. This program introduces students to the socio-economic and political issues of the region with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Students examine this complex web of issues and how the people of Mexico are responding to pressures on family, society, and the natural environment. Application deadline is Oct. 15. SOCIAL AND ENVIRONMENTAL JUSTICE: LATIN AMERICAN PERSPECTIVES (MEXICO)-SPRING SPA/REL/INSIWST 499 Independent Study Students design a proposal to independently explore a topic of interest that is either interdisciplinary or related to religious studies. If the proposal is approved, the student will collaborate with an instructor who will guide the independent study. Students gain hands-on work experience in a Mexican organization that promotes social change and/or development. 100 hours of community service required. 78 International Studies - The Development Process-Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights and examines basic theories of development as well as particular strategies of development that are being implemented in Namibia and South Africa. Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Namibia and South Africa: A Historical Perspective This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South Africa, and the war for independence. Political and Social Change in Namibia: Liberation, Decolonization, and Nation Building This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Internship INS 312 REL 346 HIS 346 POL 353 INS 399 Participation in the program will fulfill the LA general education perspective credit. REL 346 will fulfill one CF3 perspective credit. This intensive program of travel and study is designed to introduce participants to the central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore the complex political, social, and economic dynamics of building a new nation. Application deadline is April 1. MULTICULTURAL SOCIETIES IN TRANSITION: SOUTHERN AFRICA PERSPECTIVES (NAM IBIA)-FALL REL/INS/WST 499 Independent Study Students design a proposal to independently explore a topic of interest that is either interdisciplinary or related to religious studies. If the proposal is approved, the student will collaborate with an instructor who will guide the independent study. SPAIINSIWST 399 lnternship Students gain hands-on work experience in a Mexican organization that promotes social change andlor development. 100 hours of community service required. Learn about different approaches to environmental ethics in Latin America, including indigenous, Jewish and Christian perspectives, liberation theology and ecofeminism. international Studies 17 - Topics: Sustainable Economic Development This course examines the concepts of economic development and growth in the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage. Church and Social Change in Latin America This course explores the role of religion in Latin American societies, past and present, given the factors of political oppression and social injustice. Students examine the "theologies of liberation." ECO 495 REL 366 RE1 346 will fulfill one CF3 perspective credit. Participation in the program will fulfill the IA general education perspective credit and This program examines these crucial issues from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonialization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism they are faced with the challenges posed by the rapid process of globalization in today's world; the challenges posed by under and unequal development; and the longterm project of decolonizing the mind. Augsburg application deadline: Oct. 15. NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND: SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)-SPRING Cultural Conflict and Change in Latin America An exploration of selected topics and case studies in Latin American history from Pre-Columbian times through the conquest and colonial periods up to modem Latin America. HIS 350 SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester, taught by Guatemalan instructors. (Placement level determined by program director.) Participation in the program will fulfill the IA general education perspective credit. REL 366 will fulfill one CF3 perspective credit, and a Spanish course will fulfill one modem language skill credit. This program introduces students to the key issues facing the Central Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. Application deadline is April 1. SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA, EL SALVADOR, NICARAGUA)-FALL OR SPRING 180 International Studies Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Political and Social Change in Namibia: Liberation, Decolonization, and Nation Building This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Roots and Realities of Racism in Southern Africa and the USA: A Comparative Examination This course explores historical parallels of the development in southern Africa and in the US, strategies of resistance the successes and limitations of political victories over apartheid and racism and the lingering economic, social, political and psychological effects of racism. Internship REL 346 POL 353 HIS 440 INS 399 Norwegian Language Scandinavia in the World Scandinavian Art and Literature: Perspectives on Social Change Urbanization and Sustainable Development in Scandinavia Independent Study (Students may choose either INS 372 or 499) INS 372 INS 377 INS 393 INS 394 INS 499 Participants will gain a deep understanding of contemporary Norway, using the welfare state and the notion of citizenship as the focus for investigation. The cuniculum consists of three interrelated seminars that together give participants an understanding of how the welfare state has evolved and how it is practiced in the context of social democracy. Students explore the relationship between Scandinavian countries, the emerging democracies of Eastern Europe, the European Union and broader global politics. Students have the option of Norwegian language study or an independent study project. April 1. SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL The Development Process-Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course examines basic theories of development. INS 312 International Studies 1 Wealth, Poverty, and Community Development: Critical Social Issues Independent Study INS 363 INS 499 Internship Independent Study INS 399 INS 499 Environment and development issues are examined by looking at market and community economy models and their respective practices and ethical implications. Participants will conduct a variety of field projects in small groups to learn about the environment and development efforts. Students gain hands-on experience field placements with organizations working in the Guatamalan Highland, exploring the limits and possibilities of classroom theories and concepts in the context of complex real-life experiences in the community. Each student carries out an independent study project on a topic of personal choice, which includes field research. Oct. 15. ENVIRONMENT, ECONOMY, AND COMMUNITY IN LATIN AMERICA: GUATEMALA AND CUBA (EECLA)-SPRING (2 course credits) Community Participation for Social Change INS 366 The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, independent project and a home stay for an intensive immersion into Latin American daily life and culture. Models of community participation, organization, development, and social change are compared and contrasted. Students learn first-hand about the social problems in Eduadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish. April 1. COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (GILA)-FALL Development in the Latin American City INS 362 INS 2611386 Spanish in the Field The "Politics, Development, and the City" program explores historical and current issues related to rural-urban migration, industrialization, government policies, and effects on human communities. Students engage in dialogue with Latin American faculty, activists, and leaders from local communities to understand local conditions and efforts at social change. Learning is made vivid through field projects and interactions with organizations working on urban issues. A "Spanish in the Field course facilitates language learning directly related to content. April 1. POLITICS, DEVELOPMENT, AND THE CITY: GUATEMALA AND ECUADOR-FALL 82 International Studies - The Ethics of Development: Local and Global Implications Spanish in the Field (advanced-level language course) Independent Study Project (students chooses topic) INS 385 INS 386 INS 499 Politics o f Conflict and Transformation Internship INS 317 INS 399 See listing under Department of Business Administration. MARKETING See listing under Department of Business Administration. MANAGEMENT INFORMATIO SYSTEMS (2 course credits) Northern Ireland: Building a Sustainable Democracy INS 316 The "Northern Ireland: Democracy and Social Change" program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace and the progress being made. Through a seven week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Oct. 15 NORTHERN IRELAND: DEMOCRACY AND SOCIAL CHANGE- SPRING Social Dynamics and the Environment INS 384 International Studies 18 M Students may choose coursework supporting study of mathematics as a liberal art, its applications to science and engineering, its applications to actuarial science, computing, or economics, or in preparation to teach. Augsburg's urban Students majoring in mathematics acquire the skills necessary to serve society through a variety of careers. In addition to acquiring computational and problem-solving skills, mathematics majors at Augsburg develop their abilities to reason abstractly; to conjecture, critique, and justify their assertions; to formulate questions; to investigate open-ended problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business, industry, or non-profit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a minor or a second major in mathematics. athematics is the study of smcture and relationships and provides tools for solving a wide variety of problems. Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the problem solving and quantitative reasoning skills that are increasingly expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts education. Students may petition the department to substitute alternative mathematics or mathematics-intensive courses for one or two MAT courses numbered above 200. Such substitutions must be justified by a compelling academic rationale defending a coherent program of study, typically relating mathematics to another discipline. A minimum of three upper division MAT courses are required. Note that MAT 331 does not apply toward the major but is a recommended general education course for majors. Nine mathematics courses: MAT 145 Calculus I MAT 146 Calculus I1 MAT 245 Calculus 111 MAT 246 Linear Algebra MAT 271 Discrete Mathematical structures MAT 324 Analysis MAT 373 Probability and Statistics I MAT 3 14 Abstract Algebra or a modeling course, either MAT 247 or MAT 385 MAT elective numbered above 200 Mathematics Major Suzanne Doree (Chair), Nicholas Coult, Rebekah Dupont, Matthew Haines, Kenneth Karninsky Mathematics Faculty location allows students to gain experience working with mathematics through internships, cooperative education, and the practicum and colloquium courses. For distinction: GPA of 3.5 in MAT courses numbered above 200,3.5 overall GPA, a project, and approval of the mathematics department. For departmental honors: GPA of 3.5 in MAT courses numbered above 200, 3.0 overall GPA, a project or independent study course, and approval of the mathematics department. Specific requirements are described in "Guidelines for Graduation with Distinction and Departmental Honors in Mathematics" available from the department. Three supporting courses: CSC 160 Introduction to Computer Science and Communication or another CSC course with departmental approval The State of Minnesota has specific licensing requirements for teachers, and state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. At the time of publication, the mathematics requirements for licensure to teach mathematics in grades 5-12 are the same as the major, with the MAT electives specified as MAT 252 Exploring Geometry and MAT 314 Abstract Algebra and the additional course of MAT 331 History of Mathematics required. At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades K-8 are MPG 4 or MAT 114 Precalculus, MAT 145 Calculus I or MAT 122 Calculus for the Behavioral and Social Sciences, MAT 163 Introductory Statistics or MAT 373 Probability and Statistics I, MAT 252 Exploring Geomeq, MAT 271 Discrete Mathematical Structures, and MAT 331 History of Mathematics. Teaching Licensure Major Also required: MAT 491 Mathematics Colloquium during junior and senior years. Before enrolling in any mathematics course, students must have the required math placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may have their MPG determined by the registrar's office. Students who have passed the College Board Advanced Placement Exam in calculus should consult with the mathematics department. All other students must take the Augsburg Math Placement Exam, Math Placement Croup (MPC) - At least one MAT course numbered above 200 must be taken at Augsburg. Three electives numbered above 200, at least one of which is numbered above 300, other than MAT 331. Alternatively students may complete a minor by taking the six courses: MAT 145, MAT 146, MAT 163, MAT 252, MAT 271, and MAT 331. Mathematics Minor Five courses including: MAT 145 Calculus I MAT 146 Calculus I1 Graduation with Distinction and Departmental Honors in Mathematics At least two MAT courses numbered above 250 must be taken at Augsburg. Two additional supporting courses from the following list or substitutes with departmental approval: BUS 331, CSC 170, CSC 320, ECO 112 or ECO 113 (not both), ECO 318, MAT 163 or MAT 173 (not both), PHY 121, PHY 122. - Mathematics 185 - Everyday Math Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only. Grade of P advances student to MPG 2. MAT 103 does not count as a credit toward graduation. (Prereq.: MPG 1) Applied Algebra Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG 3. Students preparing for MAT 114 should consult the department. Students in MPG 3 or higher may not register for credit. (Prereq.: MPG 2 and a year of high school algebra. WEC-additional sessions are required) Precalculus Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.: MPG 3) Calculus for the Social and Behavioral Sciences Concepts of differential and integral calculus with an emphasis on applications in the social and behavioral sciences and business and quantitative reasoning. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG 3) Mathematics for the Liberal Arts An examination of the interaction between the development of mathematics and that of Western civilization with an emphasis on connections to teaching mathematics to children. Students who have completed MAT 331 may not register for credit. (Prereq.: MPG 3) MAT 105 MAT 114 MAT 122 MAT 131 A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. Prerequisites student's MPG. Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. MAT 103 which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Students in MPG 1may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a 186 Mathematics Numeracy for Contemporary Society An examination of the applications of mathematics in an interdisciplinary setting with an emphasis on quantitative reasoning and connections to students' life, work, and interests. Students who have completed a Quantitative Reasoning course may not register for credit. (Prereq.: MPG 3) Introductory Statistics Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. (Prereq.: MPG 3) Discrete Mathematics for Computing Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics with an emphasis on connections to computer science. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3; Coreq.: CSC 160) Math of Interest Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance with an emphasis on quantitative reasoning. (Prereq.: MPG 3) Calculus Ill Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. (Prereq.: MAT 146) Linear Algebra Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. (Prereq.: MAT 245 or MAT 271) Modeling and Differential Equations Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential equations with an emphasis on applications to the sciences. (Prereq.: MAT 146) Exploring Geometry Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4) MAT 163 MAT 171 MAT 173 MAT 245 MAT 246 MAT 247 MAT 252 MAT 145, 146 Calculus I & II Concepts of calculus of one-variable functions, including derivatives, integrals, differential equations, and series with an emphasis on mathematical investigation and quantitative reasoning. (Prereq.: MPG 4 for MAT 145; MAT 145 for MAT 146) MAT 132 - MAT 385 MAT 374 MAT 373 MAT 355 MAT 331 MAT 327 MAT 324 MAT 314 MAT 271 The application of mathematical problem solving to real-world projects sought from off-campus nonprofit organizations. Contains a service learning component. (Prereq.: at least two of MAT 245,246, 247, or 271 and consent of instructor) Mathematics Practicum Concepts of statistics including sampling distributions associated with the normal and other distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. (Prereq.: MAT 373) Probability and Statistics II Concepts of probability including methods of enumeration, random variables and probability distributions, expectation, the Central Limit Theorem, and important ideas and problems of statistics. (Prereq.: MAT 245) Probability and Statistics I Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modem computers, and applications. (Prereq.: MAT 146 and CSC 170 or consent of instructor.) Numerical Mathematics and Computation Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modem mathematics. An examination of the interaction between the development of mathematics and that of western civilization. Does not apply toward the mathematics major or minor. (Prereq.: MAT 145 or MAT 122 and MPG 4, junior or senior standing) History of Mathematics (See PHY 327) Special Functions of Mathematical Physics Concepts of real analysis including functions, derivatives, integrals, and series in a theoretical setting with an emphasis on written communication of mathematical ideas. (Prereq.: ENG 111, at least two of MAT 245, 246, 247, or 271) Analysis Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. (Prereq.: MAT 246, MAT 271) Abstract Algebra Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. (Prereq.: MAT 146 or two of the following courses: MAT 145/122, MAT 163, MAT 252, MAT 331) Discrete Mathematical Structures 188 Mathematics Mathematics Colloquium Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Independent StudyIResearch Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or senior standing, and consent of instructor). See also description on p. 92. See listing under Interdisciplinary Studies. METRO-URBAN STUDIES MAT 499 Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT course, junior or senior standing). See also description on p. 91. MAT 1991399 Internship Internship and Independent Study courses: MAT 491 Study of an advanced topic such as complex analysis, mathematical biology, operations research, chaotic dynamical systems, fractal mathematics, knot theory, topology, or foundations of mathematics. (Prereq.: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional upper division MAT course depending on the particular topic may also be required) MAT 395/495 Topics in MathematicdAdvanced Topics in Mathematics Mathematics 1 - Mary Kingsley (Chair), Pary PezechkianWeinberg, Frankie Shackelford, Donald Steinmetz Modern Languages Faculty Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in modem languages. In addition, a minor in languages or linguistics is a valuable research tool for those intending to pursue graduate study in most academic disciplines. The modem languages department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and Spanish. Introductory courses in Ojibwe and American Sign Language are offered at Augsburg, and courses in Chinese, Japanese, Latin, and Greek are available to Augsburg students through the College's affiliation with ACTC, a consortium of Twin Cities colleges. he Department of Modem Languages at Augsburg College contributes in many ways to realizing the College's mission of providing liberal arts education for service in today's world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. T Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See majorlminor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. Transfer Students Prerequisite A prerequiste must be completed with a minimum grade of 2.0 or P Majors seeking graduation with distinction must apply in the junior year. Requirements: 3.5 GPA in the major, 3.5 GPA overall, and honors thesis. Graduation with Distinction The minor consists of four courses above 21 1 (Norwegian only: 21 1 and above), including one in language and one in literature or culture. At least three of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg campus. Minor The major consists of nine courses above 21 1 (Norwegian only: 211 and above), including two courses in culture, two courses in language, two courses in literature and three electives (from any of the three areas above). At least seven of these courses must be taught in the target language of the major and at least four of them must be taken on the Augsburg campus. Major Since spring term 2001, Augsburg College no longer offers a licensure program in modem languages. A semester of study abroad is required for majors and some study abroad is strongly recommended for minors. An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. Topics in Literature, Culture, or Linguistics Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulaly enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. A prerequisite to other upper division courses. (Fall) FRE 295 FRE 31 1 FRE 211, 212 Intermediate French I, II Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulaly building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 211; spring: 212) FRE 111, 112 Beginning French I, II Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovely of French culture and way of life. Four class meetings per week. (Fall: 111; spring 112. WEC-additional sessions required) FRENCH (FRE) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. ASL 101, 102 Beginning American Sign Language I, II An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. AMERICAN SIGN LANGUAGE (ASL) Teaching Licensure Study Abroad Modern Languages 191 - French Civilization: Historical Perspective Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of instructor. On demand) Introduction to Literature for Language Students Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) French Civilization Today the modem period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) A study of the diversified development of the French from their beginnings to Topics in Literature, Culture, or Linguistics By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall) Advanced Conversation and Composition FRE 499 FRE 399 FRE 299 FRE 199 See description on page 92. Independent StudyIResearch See description on page 91. Internship See description on page 92. Directed Study See description on page 91. Internship Internships and Independent Study Courses: FRE 495 FRE 41 1 The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 351, 353 Survey of French Literature I, II FRE 350 FRE 332 FRE 331 192 Modern Languages CER 351 CER 350 CER 332 CER 331 Conversation and Composition CER 31 1 The intellectual, cultural, and political history of all peoples is reflected in their literature. The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. Survey of Literature: Cerman Literature from Chivalry to Romanticism Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: GER 311 or consent of instructor. On demand) Introduction to Literature for Language Students Survey of cultural currents that have shaped Germany. Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) German Civilization and Culture II Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1643). In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) German Civilization and Culture I Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall) Topics in Literature, Culture, or Linguistics CER 295 Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212) CER 211, 212 Intermediate Cerman I, II Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. (Fall: 111; spring: 112. WEC-additional sessions required) CER 111, 112 Beginning Cerman I, II GERMAN (CER) P Modern Languages 19 Advanced Conversation and Composition Aims at developing and refining the student's use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 3 11 or consent of instructor. Fall) Topics in Literature, Culture, or Linguistics CER 41 1 CER 495 Directed Study See description on page 92. lnternship See description on page 91. Independent StudyIResearch See description on page 92. CER 299 CER 399 CER 499 NOR 21 1 Intermediate Norwegian I Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. (Prereq.: NOR 112 or equivalent. Fall) NOR 111, 112 Beginning Norwegian I, II Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111; spring: 112) NORWEGIAN (NOR) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. JAPANESE(JPN) lnternship See description on page 91. CER 199 Internships and Independent Study Courses: Survey of Literature: German Literature in the 19th and 20th Centuries The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Karl Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modem age. CER 354 -Modern Languages 194 Conversation and Composition NOR 311 Introduction to Literature for Language Students Topics in Literature, Culture, or Linguistics Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peer-tutors for those registered in NOR 31 1.Readings, journals, discussion, role-playing, and written, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring) Advanced Conversation and Composition Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) Survey of Norwegian Literature Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of instructor. On demand) NOR 499 NOR 399 NOR 299 NOR 199 See description on page 92. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: NOR 495 NOR 41 1 NOR 353 NOR 350 A two-tiered approach allows students to place contemporary cultural developments, such as Norway's changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) Norwegian Civilization and Culture Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 21 1 or equivalent. Spring) Topics in Literature, Culture, or Linguistics NOR 295 NOR 331 I I _ Modern Languages 195 OJIBWE(OJB) Spanish and Latin American Culture Through Film SPA 312 Conversation and Composition SPA 31 1 Intended for students who have a basic command of writing and speaking skills in Spanish and wish to expand them. Intensive practice with emphasis on the finer points of grammar. (Prereq.: SPA 311 or consent of instructor. Spring: odd years) Spanish Expression Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent. Fall) Topics in Literature, Culture, or Linguistics An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. (On demand) SPA 295 SPA 248 Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. (Fall: 21 1; spring: 212) SPA 211, 212 Intermediate Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. (Fall: 111 and 112; spring: 112. WEC-additional sessions required.) SPA 111, 112 Beginning Spanish I, II Courses in addition to those below are offered through various programs listed under International Studies. W SPANISH (SPA) An introduction to the language and culture of the Ojibwe (Chippewa) Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. (Alternate years: 111 fall of odd years; 112 spring of even years.) OJB 111, 112 Beginning Ojibwe I, II Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modem languages department and as part of the American Indian studies minor. W -Modern Languages 196 Latin American Civilization and Culture Topics in Literature, Culture, or Linguistics Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall) Advanced Conversation and Composition An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA 356 taught in Mexico may not take 354. Spring: even years) Representative Hispanic Authors Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or consent of instructor. On demand) Introduction to Literature for Language Students A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: odd years) SPA 499 SPA 399 SPA 299 SPA 199 See description on page 92. Independent StudyIResearch See description on page 91. Internship See description on page 92. Directed Study See description on page 91. Internship Internships and Independent Study Courses: SPA 495 SPA 41 1 SPA 354 SPA 350 SPA 332 - Modern Languages 19 M Trudi Anderson, Matt Barber, Bridget Doak, Sally Dorer, Susan Druck, Lynn Erickson, Janet Fried, Jennifer Gerth, Bradley Greenwald, Nancy Grundahl, Mary Horozaniecki, Ned Kantar, Kathy Kienzle, Caroline Lemen, Steve Lund, Norbert Nielubowski, Celeste O'Brien, Paul Ousley, Part-time Faculty Full-time Faculty Robert Stacke (Chair), Jill Dawe, Stephen Gabrielsen, Peter Hendrickson, Roberta Kagin, Merilee Klemp, Sonja Thompson Participation in a variety of Music experiences including music ensembles, musictheater productions, private lessons, some music courses, and additional Interim courses or special performances is open to students in any major area of study, with permission from the instructor. In Addition, we offer a Music minor and a Music Therapy equivalency certificate. Bachelor of Arts (Music Major) Bachelor of Music (Music Education or Performance Major) Bachelor of Science (Music Therapy major) The Department of Music at Augsburg College offers music training within the context of a liberal arts education, and is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). The Music Department offers three degree programs and four majors as follows: usic has the power to strengthen the mind, heal the body, and unlock the creative spirit. Whether we experience music as a listener, performer, or teacher, it adds a significant dimension to our lives. Augsburg students who enroll as freshmen must apply to the Department of Music for acceptance to a degree program by the end of the sophomore year. Transfer students should meet with a music adviser immediately after enrolling at Augsburg to establish an appropriate course of music study and application/evaluation process. All students interested in pursuing a music degree at Augsburg are strongly encouraged to contact a music faculty adviser in their degree area as soon as possible to ensure a smooth program of study and timely completion of music degree requirements. Plus fulfillment of recital requirements as given under each specific degree and major Materials of Music I Materials of Music I1 Aural Skills I Aural Skills I1 Materials of Music 111 Materials of Music IV Aural Skills 111 Aural Skills IV History and Literature of Music I MUS 232 History and Literature of Music I1 MUS 341 Basic Conducting Large and Small Ensemble Participation Performance Studies Music Repertoire Tests Piano Proficiency MUS 101 MUS 102 MUS 111 MUS 112 MUS 201 MUS 202 MUS 21 1 MUS 212 MUS 231 Core Curriculum for all Music Degree ProgramsIMajors Fine Arts Coordinator Cathy Anderson Rick Penning, Nicholas Raths, Angela Wyatt Offers students the preparation necessary to become teachers of music in public schools. This preparation includes coursework that allows the student to become certified to teach at the elementary through the secondary level. Students select either vocavgeneral or instrumentavgeneral emphasis. In addition to applying to the music department, bachelor of music education major candidates must also apply to the Department of Education for acceptance into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the bachelor of music education major. All music requirements must be completed prior to student teaching. A cumulative GPA of 2.5 in all music courses is necessary for the music education licensure program. Music Education M a j o r H BACHELOR OF MUSIC Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her spring sophomore jury For acceptance to any music major degree program, students must: submit an application for admission prior to spring juries of the sophomore year or as soon as possible after enrolling at Augsburg submit a copy of a current academic transcript and any transferred credits with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiency requirement Two quarter course credits of performance studies in the major instrumentlvoice (first year) One of the following two areas of emphasis: Vocal emphasis-MUS 251,252,253, 254 Instrumental e m p h a s i ~ n course e credit of music elective One of the following two: MUS 342 Choral Conducting MUS 344 Instrumental Conducting Requirements Core cuniculum plus: MUS 341 Basic Conducting (.5) MUS 358 Half junior recital MUS 459 Full senior recital HPE 115 Health and Chemical Dependency Education INS 105 or Intro. to Amer. Indian Studies INS 260 Contemporary American Indians EDC 200 Orientation to Education EDC 210 Diversity in the Schools EDC 220 Educational Technology EDC 310 Learning and Development EDC 315 Critical Issues in Education Seminar ESE 300 Readinwriting in Content Area ESE 325 Creative Learning Environments ESE 370 Music K-12 Methods EDC 410 Special Needs Learner EDC 480 School and Society EED 481c, 483c, ESE 485,487 Student Teaching MUS 359 Music Methods: ChoraWocal (.5) MUS 356 Music Methods: Brass/Percussion (.25) MUS 357 Music Methods: Woodwinds (25) MUS 355 Music Methods: Strings (.25) Music 19! - Two quarter course credits and six half course credits of performance studies in the major instrurnentlvoice Eight quarter course credits in a major Augsburg ensemble on the major instrurnentlvoice Improvisation competency on major instrurnentlvoice (may be fulfilled by MUS 129) Pass piano proficiency test Emphasizes intensive work in performance, supplemented by other courses in music and the liberal arts. The program is made available only to students of exceptional perfonning ability who are selected on the basis of an audition/interview application process. The bachelor of music performance program prepares d t e d performers to compete for professional performing opportunities andlor graduate school auditions. Music Performance Major BACHELOR OF MUSIC Achieve a cumulative GPA of 2.5 in all music courses and in the major instrumentlvoice Achieve a cumulative GPA of 2.5 in all music courses and 3.0 in the major instrumentlvoice Pass three music repertoire tests Pass piano proficiency test Four semesters in a non-credit small Augsburg ensemble on the major instrumentlvoice Four quarter course credits in a major Augsburg ensemble plus four semesters of departmental ensemble work as assigned by the student's academic adviser and studio instructor. Or, for piano or guitar emphasis: Instrumental emphasis-one and one half course credits of music electives, one methods course for major inshument Four semesters in a non-credit small Augsburg ensemble on the major instrumentlvoice Pass three music repertoire tests Piano or organ emphasis-MUS 436,456, one course credit of music elective One of the following three areas of emphasis: Vocal emphasis-MUS 251, 252, 253, 254, 435, EDS 359, one course credit of music elective Requirements: 14.5 course credits Core curriculum plus: MUS 358 Full junior recital MUS 459 Full senior recital Eight quarter course credits in a major Augsburg ensemble on the major ins trumentlvoice (winds and percussionBand; strings-Orchestra; voice-Choir) Two full course credits of performance studies in the major instrumentlvoice (fourth year) Four half course credits of performance studies in the major instrumentlvoice (second and third year) !00 Music Requirements: 23 course credits Core cumculum plus: MUS 271 Music Therapy Techniques and Materials MUS 274,275 Music Therapy Practicums MUS 311 or 312 Composition I or I1 MUS 372,373 Psychological Foundation of Music I, I1 MUS 374,375 Music Therapy Practicums MUS 472 Human Identity Through the Creative Arts MUS 473 Music Therapy Senior Seminar MUS 474,475 Music Therapy Practicums MUS 479 Music Therapy Clinical Internship MUS 458 Half senior recital EDC 4 10 The Special Needs Learner PSY 105 Principles of Psychology PSY 362 Abnormal Psychology BIO 103 Human Anatomy and Physiology MUS 356 Music Methods: Brass and Percussion MUS 357 Music Methods: Woodwinds MUS 358 Music Methods: Strings Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The B. S. in music therapy is minimally a 4 1/2 year degree program, which includes a full-time (six months or 1,040 hours) internship in a clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students who wish to become professional music therapists. Music Therapy Major BACHELOR OF SCIENCE Eight quarter course credits in a major Augsburg ensemble on the major instrumendvoice Eight quarter course credits of performance studies in the major instrumendvoice Core curriculum plus one full credit music elective plus MUS 458 (Senior Recital) and two additional music credits Requirements Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the many musicrelated business fields most often choose this course of study. Music Major W BACHELOR OF ARTS Achieve a minimum grade of 2.5 in all music therapy courses Pass three music repertoire tests Pass piano, guitar, and vocal proficiency tests Two semesters in a non-credit small Augsburg ensemble on the major instrumendvoice Eight quarter course credits in a major Augsburg ensemble on the major instrumendvoice and residency at Augsburg Eight quarter course credits of performance studies in the major instrumendvoice One of the following two: SOC 362 Statistical Analysis PSY 230 Research Methods: Design, Procedure, and Analysis I Strongly recommended: MUS 359 Music Methods: Vocal Music 201 -- - Requirements: 8 credits MUSBUS 105 The Music Business: Marketing, Promotion, Publishing, Recording The music business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the Music Business Minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today's music indusq. The minor is a collaborative program between the Music and Business Departments. Music Business Minor Candidates must submit an application for admission prior to spring juries of the sophomore year. Pass one music repertoire test Four consecutive quarter courses in a major ensemble concurrent with four quarter courses of performance studies on the major instrumendvoice One additional music course. One of the following two: MUS 231 History and Literature of Music I MUS 232 History and Literature of Music I1 Requirements: 6 course credits Materials of Music I, I1 MUS 101, 102 MUS111,112 AuralSkills1,II MUS 341 Basic Conducting For acceptance to the degree program, equivalency/certification students must: submit an application for admission during the first semester of residency at Augsburg submit a copy of a current academic transcript and transferred credits with the application The music therapy equivalency program is available to students who already have a bachelor's degree and wish to meet the requirements set by the American Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student's degree and skill level, individual requirements will be outlined by the director of music therapy There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms and successful completion of a two-year music theory equivalency test. Music Therapy Equivalency/ Certification Program All of the above courses plus two additional Music course credits beyond MUS 105 and MUS 295 (maximum of 1 credit in MUE andlor MUP courses). One of the following: MUSBUS 295 Topics: Arts Management and Concert Promotion BUS 301 Business Law BUS 254 Entrepreneurship Music Minor Pass three music repertoire tests Pass piano proficiency test ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business ACC 221 Principles of Accounting I MUSBUS 399 Internship Approved for the Music Business Minor Four semesters in a non-credit small Augsburg ensemble on the major instrumendvoice 202 Music These musical organizations are open to music majors, music minors, and nonmusic majors. All music students are required to participate in a major ensemble on their major instrument (where possible) during their time at Augsburg College. Ensembles (MUE) An honors project could include but is not limited to one of the following: writing and defending a senior thesis; presenting a recital beyond that required by a degree; composing a work not less than 15 minutes duration; conducting a concert; or a project that combines any or all of the above listed projects in a manner appropriate to a student's degree area. A transcript showing a cumulative GPA of 3.0 or higher in all music courses An outline of the student's participation in departmental activities demonstrating leadership, musical goals and high musical standards. A proposal for an honors project Students may qualify for departmental honors by submitting a petition to the music faculty before the end of the first semester of the senior year. The petition for honors should include: Departmental Honors submit the studio insmctor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano, guitar, and vocal proficiency requirements during the first semester of residence Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her first jury. Private instruction in voice, piano, organ, or any instrument is available for all students in the following categories: No credit-l/2 hour lesson, 3 hours of practice per week 114 course credit-1R hour lesson, 4 hours of practice per week 1/2 course credit-1 hour lesson, 8 hours of practice per week Lessons for credit require: Private lessons Jury examination at the end of each semester Attendance at departmental student recitals and master classes Attendance at concerts and recitals Performance Studies (Private Lessons) While the music department strongly encourages both formal and informal ensemble experience, only membership in the Augsburg Concert Band, the Augsburg Chamber Orchestra, the Augsburg Choir, Masterworks Chorale, Men's Chorus, or Riverside Singers of Augsburg will satisfy the major, minor, or general education requirements. Ensemble requirements are fulfilled by participation for the entire year. One quarter course credit per semester is granted to members of major ensembles (MUE 111, 112, 121,141); other ensembles carry no credit. Traditional grading is required for music majors and minors in ensemble courses. The general student may register for credit with either traditional or P/N grading, or may choose no credit with audit (V) designation. A maximum of two course credits in an ensemble may be counted toward graduation requirements. Auditions for membership in ensembles are scheduled during the first week of the school year or by arrangement with the individual ensemble director. Music 20 - Recitals required for the fulfillment of the B.M., B.A., or B.S. degree requirements or honors program will be sponsored by the music department. Other student recitals may be considered for departmental sponsorship. All music degree recitals must be representative of the academic guidelines set forth in this catalog and repertoire lists. Students planning a recital should carefully read the Music Student Handbook and consult regularly with their applied instructor. Concurrent registration in performance studies in the major instrument/voice is required for recital performance. At least two full-time music faculty members and the student's private instructor must be present to evaluate junior and senior recitals. Recitals are given a padfail grade. Student Recitals A semester of study consists of 14 weeks of lessons, coaching, and a jury examination. Music majors and minors are required to register for music lessons for credit (quarter, half, or full credit depending on year of study and degree being sought). Credit is granted only for study with faculty members of the Augsburg College Department of Music, and private instruction for credit is graded traditionally Lessons for non-credit: Students may take private lessons for no credit and are not required to fulfill the performance and listening requirements. !04 Music Music majors are required to pass three music repertoire tests, transfer students must pass two, and music minors must pass one. Consult the Music Student Handbook for contents of music repertoire tests and test dates. Music Repertoire Tests All music majors enrolled in a music degree program must complete the piano proficiency requirement by the end of the sophomore year. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. Piano Proficiency EXAMINATIONS B.M. degree junior recitals (MUS 358) will be one-half hour in duration for music education majors, and one hour in duration for music performance majors. B.M. degree senior recitals (MUS 459) will be one hour in duration for music education majors and music performance majors. B. A. and B. S. degree senior recitals (MUS 458) will be one-half hour in duration. MUS 31 1 MUS 212 MUS 21 1 MUS 202 MUS 201 MUS 112 MUS 111 MUS 102 MUS 101 (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) Study of notational systems, score layout, calligraphy, physical basis of sound, ranges of and arranging music for voices and instruments. Simple forms and tonal harmonic materials are employed. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) Composition 1 Further development of listening skills to parallel progress in MUS 202. To be taken concurrently with MUS 202. (Prereq.: MUS 211) Aural Skills IV Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be taken concurrently with MUS 201. (Prereq.: MUS 112) Aural Skills 111 Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and 211 with a minimal grade of 2.0) Form and Analysis Continuation of MUS 102 with chromatic harmony and modulation. To be taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade of 2.0) Materials of Music 111 Development of listening and reading skills to parallel progress in MUS 102. To be taken concurrently with MUS 102. (Prereq.: MUS 111) Aural Skills 11 Rhythmic and melodic dictation, interval and triad recognition, sight singing, and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. (Prereq.: Aural Skills Placement Test to be given in the first week of class) Aural Skills I Diatonic harmony, secondary dominants, and simple modulations. To be taken concurrently with MUS 112. (Prereq.: Passing MUS 101 with a grade of 2.0 or higher) Materials of Music 11 Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test to be given in the first week of class) Materials of Music I THEORY AND MUSICIANSHIP Many music courses are offered alternate years. Consult the ACTC Joint Class Schedule or the music department for course offerings in each term. Music 20 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341) The Music Business: Marketing, Promotion, Publishing, Recording Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102,201) History and Literature of Music II A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101, 102, 201) History and Literature of Music I Relationship between music of each period and the other fine arts. For nonmusic majors. Introduction to Music and the Fine Arts An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and theatre, arts administration, copyright, licensing, and recording. This course is also offered as BUS 105. An interdisciplinary approach to the topic using music and theatre techniques to develop the student's basic skills of Music-Theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization and public performance. Students will attend and review live productions. MUSITHR 235 Skills of Music Theatre MUS 232 MUS 231 MUS 130 MUS 105 (.5 course) Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test and MUS 341) Choral Conducting Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111, 231) HISTORY AND LITERATURE MUS 344 MUS 342 Basic Conducting MUS 341 (.5 course) Composition 11 (.5 course) Advanced arranging for vocal and instrumental ensembles of varying sizes and types. Contemporaly techniques, atonal systems, and larger forms are studied and used. (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor) MUS 312 !06 Music Worlds of Music MUS 320 Music o f the Romantic Period (Prereq.: MUS 231, 232) Music o f the 20th Century (Prereq.: MUS 231, 232) Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. Voice Repertoire (.5 course) A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253, 254 or permission from instructor) MUS 333 MUS 334 MUS 432 MUS 435 (.5 course) (.5 course) (.5 course) Music of t h e Classical Period (Prereq.: MUS 231, 232) MUS 332 (.5 course) Music of the Baroque Era (Prereq.: MUS 231, 232) MUS 331 Thefollowing four half courses are extensive studies of special eras in the history of music: A survey of non-Western musical cultures. History of Jazz This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. MUS 241 Music 20 Independent Study (-5 course) Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty. MUS 498 Directed Study See description on page 92. lnternship See description on page 91. lndependent StudyIResearch See description on page 92. Open only to advanced students upon approval of the faculty. MUS 299 MUS 399 MUS 499 Class Voice (.25 course) Fundamentals of tone production and singing. Class Piano (.25 course) Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading, and simple accompaniment and music reading skills necessary to pass the piano proficiency test. (Prereq.: MUS 101 or permission from instructor) Class Guitar (.25 course) Beginning techniques of classic guitar. MUS 152 MUS 155 MUS 158 MUS 251-254 English Diction (251), Italian Diction (252) German Diction (253), French Diction (254) (each .25 course) Intensive course covering basic singing pronunciation of English, Italian, German, and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Improvisation in Music (.O course) Basic improvisational skills within a jazz combo format. Open to Instrumentalists and vocalists. MUS 129 TECHNIQUE lnternship See description on page 91. MUS 199 INTERNSHIPS AND INDEPENDENT STUDY COURSES Piano Repertoire (.5 course) Study of the piano literature from the 17th century to the present by listening, analyzing, and performing. (Prereq.: MUS 231, 232) MUS 436 108 Music Junior Recital MUS 358 (.O course) One-half hour recital at repertoire Level 111 for B.A. or B.S. candidates. No course credit. Private instructor may request a pre-recital hearing. Senior Recital MUS 459 Human Identity through the Creative Arts MUS 272 MUS 373 MUS 372 Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. Psychological Foundations of Music II An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. Psychological Foundations of Music I (.O course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills, including improvisation. Two hours per week. No course credit. MUS 274, 275 Music Therapy Practicums A study of the aesthetic expression and experience as they relate to human identity with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. Music Therapy Techniques and Materials (.5 course) Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. MUS 271 MUSIC THERAPY B.M. candidates only. One hour recital at repertoire Level IV for music education majors, one hour recital at Level V for music performance majors. No course credit. Private instructor may request a pre-recital hearing. (.O course) Senior Recital MUS 458 B.M. candidates only. One-half hour recital at repertoire Level 111 for music education majors, one hour recital at Level IV for music performance majors. No course credit. Private instructor may request a pre-recital hearing. (.O course) Piano Pedagogy (.5 course) Principles, methods, materials, and techniques for teaching piano. Survey of various pedagogical schools of thought. MUS 456 Music 20 (.O course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills, including improvisation. Two hours per week. No course credit. Human Identity through the Creative Arts MUS 479 (.5 course) Full-time placement in an AMTA-approved internship site for six months. (1040 hours) Application for internship must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: completion of all other graduation requirements, including all proficiency exams and music repertoire tests) Music Therapy Clinical Internship Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two hours per week. (Prereq.: Three of MUS 274,275,374,375, and pass piano, guitar, and vocal proficiency tests) (.25 course each) Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. Music Therapy Senior Seminar See course description for MUS 272. Enrollment for upper division credit required for music therapy majors; will include an additional course module. MUS 474,475 Music Therapy Pradicums MUS 473 MUS 472 MUS 374, 375 Music Therapy Practicums 110 Music Augsburg Choir ( 2 5 course) Riverside Singers o f Augsburg (.25 course) Vocal Chamber (.O course) Masterworks Chorale (.25 course) Orchestra (.25 course) String Ensemble (.O course) Woodwind Chamber Music (.O course) Concert Band (.25 course) Brass Ensemble (.O course) Jazz Ensemble (.25 course) Percussion Ensemble (.O course) Piano Ensemble (-0 course) MUE 112 MUE 113 MUE 114 MUE 121 MUE 122 MUE 131 MUE 141 MUE 142 MUE 143 MUE 144 MUE 145 While the department strongly encourages both formal and informal ensemble experience, only membership in the Augsburg Concert Band, Augsburg Chamber Orchestra, Augsburg Choir, or Riverside Singers of Augsburg will satisfy the major, minor, or general education requirements. Some instruments are available for use by students. MUE 111 These musical organizations exist not only for the benefit of the music student, but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester or by arrangement with the ensemble director. Assignment to an ensemble is then made at the discretion of the appro-priate faculty. For Jazz Ensemble membership, preference is given to Concert Band members. ENSEMBLES (MUE) Music 21 - Baritone Tuba Percussion Organ Harp Improvisation MUP 142-442 MUP 143-443 M UP 144-444 MUP 152-452 MUP 159a MUP 161-461 MUP 171-471 MUP 181-481 MUP 191-491 MUP 192-492 MUP 122-422 Viola MUP 123-423 Cello MUP 124424 Bass MUP 131-431 Oboe MUP 132-432 Bassoon MUP 133-433 Clarinet MUP 134434 Saxophone MUP 135-435 Flute A student who cannot attend a scheduled lesson is required to notify the teacher at least 24 hours in advance; otherwise except for illness immediately prior to A semester of study is 14 weeks of lessons and coaching. Note carefully the following provisions: Trombone MUP 141-441 MUP 121-421 Violin Credit is granted only for study with members of the Augsburg Department of Music. the lesson, the student will forfeit the right to a make-up lesson. Guitar Piano accompanying Piano Trumpet MUP 137-437 Horn are individualized to meet the experience, ability, background and goals of the student. Students may register for 0.00 credits; 0.25 credits; or 0.5 credits in accordance with their specific degree requirements (see Music Department Student Handbook for music degree and variable credit performance studies requirements.) MUP 111-411 Voice H LESSONS Performance Studies courses are available to music majors and non-majors and Performance Studies at Augsburg College provide a unique opportunity for students to study on an individual basis with artistlteachers who are active performers in this region and beyond. PERFORMANCE STUDIES (MUP) !12 Music The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current licensure requirements. All upper division courses required for the biology major must be completed before student teaching. Teaching Licensure Major Coordinators Karen Ballen (Biology), Sandra Olrnsted (Chemist~y),Jeff Johnson (Physics) Courses are designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the distributionlgeneral education requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in education. Early consultation with the major area coordinator is essential. he natural science licensure program - for teachers is designed to provide smong preparation for science teaching and to satisfy Minnesota licensure requirements. T Six other biology courses, including at least one from each of the following groups: BIO 351 Invertebrate Zoology or BIO 353 Comparative Vertebrate Zoology or BIO 473 Animal Physiology BIO 361 Plant Biology or BIO 440 Plant Physiology BIO 367 Biochemistry or BIO 476 Microbiology BIO 355 Genetics or BIO 481 Ecology BIO 471 Advanced Cellular and Molecular Biology or BIO 474 Developmental Biology CHM 351,352 Organic Chemistq I, I1 One math course: MAT 114, 122, 145, or 163 Biology Major (for licensure in biology 5-12) Broad base requirements, plus: BIO 215 Introductory Cellular Biology BIO 491 Seminar Broad Base Requirements GEO XXX Introductory Geology PHY 101 Introductory Astronomy PHY 106 Introductory Meteorology BIO 113 Introductory Organisma1Biology BIO 114 Introductory Genetics, Evolution, and Ecology PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, 11 CHM 105, 106 Principles of Chemistry I, I1 or CHM 115, 116 General Chemistry I, I1 - 121, See listing under Modem Languages. NORWEGIAN See listing under Interdisciplinary Studies. One year of general physics-PHY 122 Two courses from: CHM 364,367,464,470,481,482 Chemistry Major (for licensure in chemistry 5-12) Physical Science Broad Base Requirement, plus Graduation major in chemistry: CHM 105, 106 Principles of Chemistry I, I1 or CHM 115, 116 General Chemistry I, I1 CHM 351 Organic Chemistry I CHM 352 Organic Chemistry I1 CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar (4 semesters) MAT 145, 146 Calculus I, I1 Physical Science Broad Base Requirement BIO 113, 114,215 PHY 101,106 Geology One year of general chemistry-CHM 105,106 or CHM 115,116 Two additional physics courses above 122; PHY 261 recommended Physics Major (for licensure in physics 5-12) Physical Science Broad Base Requirement, plus Graduation major in physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modem Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory '14 Natural Science Teaching Licensures Nursing Faculty Cheryl Leuning (Chair), Ruth Enestvedt, Meny Beth Gay, Sue Nash, Pamela Weiss, Linda Holt, Beverly Nilsson (Emerita) Augsburg's nursing program, leading to a bachelor of science degree with a major in nursing, is accredited by the National League for Nursing. Graduates of the program are eligible to apply for public health nurse registration in Minnesota. With two additional courses, they are eligible to apply for school nurse certification. The bachelor's degree equips nurses with a working knowledge of the biological, physical, social, behavioral, and nursing sciences. The nursing program at Augsburg also provides educational opportunities to increase their skills in critical thinking, clinical investigation, and decision-making that prepares them to handle challenging new positions in today's health care field. The scope of nursing practice is changing and expanding. Nurses are being called on to function in a variety of settings that differ from those in the past. Today nurses work in hospitals, clinics, corporations, government agencies, schools, and community organizations, or in their own practices. Wherever they practice, nurses provide comprehensive health care through the entire life span for people of diverse cultures and socioeconomic levels. he Augsburg Department of Nursing is designed exclusively for registered nurses who want to increase their opportunities in the health care field. T Courses in the nursing major are offered on weekends with practicum courses requiring additional weekday time. More time may be required to complete the total course of study depending on the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the nursing major should consult with the program coordinator from the Department of Nursing for program planning. The program has been planned so that the major can be completed within two academic years; however, students may pursue their studies at a slower pace. A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at the completion of Level I and Level I1 courses of study are required. Students also must complete Augsburg's residence and general education requirements. Major Nine courses including: NUR 305 Contemporary Nursing I: Communication NUR 306 Contemporary Nursing 11: Paradigms in Nursing NUR 330 Trends and Issues in Nursing NUR 350 Introduction to Nursing Research NUR 403 Contemporary Nursing 111: Families NUR 405 Leadership and Management: Theory and Practice NUR 410 Community Health Nursing I NUR 411 Community Health Nursing 11: Practicum PHI 380 Ethics of Medicine and Health Care - NUR 305 Nursing majors can complete the baccalaureate at the Minneapolis and Rochester sites. Students can complete their liberal arts general education requirements by taking courses in day school and Weekend College. It is recommended that most liberal arts courses be taken before starting the nursing major. Nursing courses at Augsburg are available only through Weekend College. Classes usually meet on alternate weekends for one 3 1/2 hour time block. Clinical practice usually occurs on weekdays. Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing this degree. Options for Completing the Degree 6. Applicants must have their own malpractice insurance, current CPR certification, and an updated immunization record. 5. Current clinical practice: Applicants must give evidence of current clinical nursing practice (within the past five years). This may include graduation from a school of nursing, work experience, completion of a nursing refresher course, or an acceptable equivalent. Augsburg or at another accredited college or university. Contemporary Nursing I: Communication Introduces the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. 4. Prerequisite course content: The following content must have been completed with a minimum grade of Z.O-chemistry, anatomy and physiology, microbiology, English composition, sociology, and psychology. These courses may be taken at 3. Unencumbered RN licensure: The applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the nursing major. 2. Graduation from an accredited nursing program: Applicants must have graduated from an NLN-accredited associate degree or diploma nursing program with a 2.5 overall GPA. 1. Submit an application to Augsburg College. All applicants must present a high school diploma or equivalent and a 2.2 GPA. The following steps may be taken in any order, but all must be completed prior to application for admission into the nursing major. Admission to the honors major requires: a GPA of at least 3.6 in the major and 3.3 overall, application to the department chair by Nov. 1 of the senior year, recommendation by nursing faculty, and honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. Departmental Honors !16 Nursing Introduction to Nursing Research Emphasis on research process and methods in nursing. Ethical issues in nursing research are examined. Students critique nursing research for its value in nursing practice and design a research proposal. (Prereq.: MPG 3) Contemporary Nursing Ill: Families Provides a theoretical basis for nursing interventions with culturally diverse families and explores theories related to family structure and function throughout the life span. The role of the nurse in family health care is examined. (Prereq.: NUR 306, 350) LeadershipIManagement: Theory and Practice Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. Community Health Nursing I Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, and communities. Community Health Nursing II: Practicum* Provides clinical experience in community-based health care delively systems. Students will apply nursing process, teaching~learningtheory, and basic public health principles with culturally diverse clients. (Prereq.: NUR 310) NUR 350 NUR 403 NUR 405 NUR 410 NUR 41 1 Independent StudyIResearch See description on page 92. * This course involves an additional clinicalfee. Note: I f NUR 41 1 is not taken immediatelyfollowing NUR 410, students are required to consult withfaculty prior to registration regarding review of the theoretical content. Students who deceleratefor more thanfive years may be asked to audit courses already taken. There is afee to audit courses. NUR 499 Topics in Nursing Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. Independent Study: Trends and Issues in Nursing A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. NUR 330 NUR 432 Contemporary Nursing II: Paradigms in Nursing An introduction to the idea of theory-based nursing practice. Nursing theory and conceptual models for nursing practice are studied and then utilized in a patientlclient situation. NUR 306 Nursing 21 P Philosophy Major Eight courses including: PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 285 Intro. to Formal Logic and Computation Theory PHI 343 History of Philosophy 111: Early Modem and 19-Century Philosophy PHI 344 Twentieth-Century Philosophy Philosophy Faculty David Apolloni (Chair), Markus Fuehrer, Bruce Reichenbach The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, the Christian ministry, or journalism. Students learn to ask and answer these and other similar questions for themselves through the development and use of critical reasoning, assisted by philosophers from the past and present. hilosophy is in an important sense the most fundamental of the disciplines. All of the sciences and most other disciplines arose out of it. Moreover, it is concerned with asking and answering the "big" questions that are the most basic. For example, Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the best? What is knowledge and what are its sources? Philosophy Minor Five courses, including two from PHI 241,242,343, and 344. Admission to the philosophy honors program is by recommendation of the philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student's choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Departmental Honors In addition to a major and minor in philosophy, the philosophy department also offers a cross-disciplinary major in conjunction with the computer science department emphasizing areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See course listing on page 118. Major in Computational Philosophy A 400-level course (other than PHI 499) Two elective courses in philosophy Four courses must be upper division. PHI 242 PHI 241 PHI 175 PHI 125 PHI 120 PHI 110 Introduction to Philosophy studen& will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring) History of Philosophy II: Medieval and Renaissance Philosophy Central philosophical questions that concerned the Greek philosophers and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life, from Thales to Plotinus. History of Philosophy I: Ancient Creek Philosophy Issues such as the ethics of sex in relation to marriage, pornography, and homosexuality are considered. Then consideration is given to the nature and history of romantic love and its relationship to sex. Philosophy of Love and Sex action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. A philosophical study of the role of human understanding, emotions, and Ethics and Human Identity By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. Ethics This course introduces students to typical philosophical questions (like how we know, if we can have certain knowledge, if there are universal moral principles whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically Philosophy 21 Philosophy and the Arts Class discussion of philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of "work of art"; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist's intention, the work of art, and its relation to the rest of the artistic tradition. PHI 365 PHI 355 PHI 350 PHI 344 PHI 343 PHI 300 The course explores what scientific knowledge is, whether the scientist's knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: PHI 399 or one course in natural science) Philosophy of Science A study of the basic concepts and philosophies that underlie Hinduism, Buddhism, Confucianism and Taoism. We focus on analyzing diverse views of reality, the self, and recommendations on how to live. Asian Philosophy We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God's goodness be reconciled with human suffering? Are miracles and life after death possible? Philosophy of Religion A survey of major philosophical schools in the twentieth century: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modem philosophy. History of Philosophy IV: Twentieth-Century Philosophy The major rationalists of the 17' century (Descartes, Spinoza, Leibniz), the major empiricists of the 18' century (Locke, Berkeley, Hume), Kant's synthesis of rationalism and empiricism, and 19' century Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche). History of Philosophy Ill: Early Modern and l%h-Century Philosophy Laws concerning property, contracts, agency, negotiable instruments and business organizations under the Uniform Commercial Code. Ethical concepts and principles underlying individual rights and responsibilities in business. Business Law and Ethics An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation inclueding finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT 145 or MAT 171) PHI 2851385 Introduction to Formal Logic and Computation Theory PHI 260 220 Philosophy Existentialism The course lays out some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Ethics of Medicine and Health Care Studies in the writings--both philosophical and literary-f prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) Topics in Philosophy Advanced studies. covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242,343,344, or consent of instructor. Offered annually) Internship See description on page 92. Independent StudyIResearch See description on page 91. Internship See description on page 92. Directed Study See description on page 9 1. See listing under Health and Physical Education. PHYSICALEDUCATION PHI 499 PHI 399 PHI 299 PHI 199 Internships and Independent Study Courses: PHI 410 (See description for PHI 285/385) PHI 3851285 Introduction to Formal Logic and Computation Theory PHI 380 PHI 370 Philosophy 22 Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, computer science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments with some degree of comprehension. p hysicists . . are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called "natural philosophers," physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society's understanding of such areas as energy, weather, medical science, and space exploration. Major 13 courses including: PHY 121 General Physics I PHY 122 General Physics I1 PHY 245 Modem Physics BACHELOR OF ARTS Jennifer Posch Physics Research Staff Stuart Anderson, Mark Engebretson, Kenneth Erickson, William Jasperson, Jeffrey Johnson, David Venne, J. Ambrose Wolf Physics Faculty The department supervises the preengineering program, with degree programs available at cooperating universities at both the bachelor's and advanced degree levels, and administers Augsburg College's portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Solid State Physics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. One physics course above PHY 122 CHM 105, 106 Principles of Chemistry or CHM 115, 116 General Chemistry MAT 145, 146 Calculus I, I1 MAT 245, 247 Calculus 111 and Modeling and Differential Equations or MAT 245 Calculus 111 and PHY 327 Special Functions of Mathematical Physics Major 17 courses including: PHY 121 General Physics I PHY 122 General Physics I1 PHY 245 Modem Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics I1 PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395 Comprehensive Laboratory I PHY 396 Comprehensive Laboratory I1 PHY 486 Quantum Physics I BACHELOR OF SCIENCE PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395, 396 Comprehensive Laboratory Two elective physics courses above PHY 122 MAT 145, 146 Calculus I, I1 MAT 245, 247 Calculus 111 and Modeling and Differential Equations or MAT 245 Calculus 111 and PHY 327 Special Functions of Mathematical Physics In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 145, 146, and PHY 121,122 during the freshman year, and MAT 245 and 247 (or PHY 327) during the sophomore year. A GPA of 3.5 in physics and 3.3 overall. An original research project on a significant topic in physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. Departmental Honors A GPA of 3.7 in physics and 3.5 overall. An original research project on a significant topic in physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. Graduation with Distinction Physics Major With Concentration in Space Physics 18 course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective physics course. 18 course credits. It is the same as the B.S. major, with the addition of PHY 330 and PHY 430, and the omission of the elective physics course. Physics Major with Concentration in Solid State Physics BACHELOR OF SCIENCE Physics 22 Introductory Astronomy PHY 101 PHY 103 Natural Science II The second semester of a two-semester survey of Natural Science. This course focuses on major concepts of Earth Science and Biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) SCI 111 Conceptual Physics An introductory course (with a hands-on intuitive approach) in which the applications, problems, and experiments are selected to illustrate fundamental principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3. Fall, spring) the course traces the development of scientific thought from early civilization to the present day Night viewing is required. (Three one-hour lectures. Prereq.: MPG 2. Fall, spring) A descriptive course covering our solar system, stars, and galaxies. In addition Natural Science I The first semester of a two-semester survey of Natural Science. This course focuses on the nature of science and major concepts of Physics and Chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3 ) Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.0 in physics and overall, and rank in the upper third of their class. SCI 110 Three elective physics courses above PHY 122 MAT 145, 146 Calculus I, 11 Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics I1 The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Sigma Pi Sigma Society of Physics Students Teaching Licensure Major - Physics 224 PHY 261 PHY 245 PHY 122 PHY 121 PHY 116 PHY 114 PHY 106 lntroductory Meteorology AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146. Spring: cross-listed with computer science) Electronics An introduction to modem physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three one-hour lectures, one one-and-one-half hour laboratory. Prereq.: PHY 122. Fall) Modern Physics A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 121, MAT 146 or concurrent registration. Spring) General Physics II A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall) General Physics I An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3 . Fall) Introduction to Physics admitted to the elementary education program. Topics covered include the solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle and the effect of water on the planet; and the changing climate of Earth. (Two three-hour laboratoflecture periods. Prereq.: elementary education major and MPG 3 . Fall, spring) A practical and hands-on approach to earth and space science for students Earth Science for Elementary Education Teachers A survey of the basic principles of the Earth's weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall, spring) Physics 22 Introduction to Space Science pheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring) A survey of Earth's space environment including solar, planetary, magnetos- PHY 363 PHY 362 Mechanics II PHY 352 The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 247 or PHY 327. Spring) Electromagnetic Fields II The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace's and Poisson's equations, and electric properties of materials. (Three one- hour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) Electromagnetic Fields I Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 247 or PHY 327. Spring) Mechanics I Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) the preparation of the thin films to their structural and magnetic characterization. Many different experimental techniques and methods will be discussed, including Molecular Beam Epitaxy, Sputtering, Diffraction methods, finnel and Force Microscopy and various magnetomew methods. (Three one-hour lectures. PHY 245 and PHY 351. Spring) A study of the physics of thin (magnetic) films, covering the entire range from Thin Films: Preparation Techniques and Methods for Structural and Magnetic Characterization PHY 351 PHY 330 Special functions encountered in physics. Partial differentiation, Fourier series, series solution of differential equations, Legendre, Bessel and other orthogonal functions, and functions of a complex variable. (Three one-hour lectures. Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring: cross-listed with mathematics) PHYIMAT 327 Special Functions of Mathematical Physics PHY 320 !26 Physics Plasma Physics PHY 420 Introduction to Solid State Physics A development from first principles, including de Broglie's postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245,351. Spring) Quantum Physics Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. (Three one-hour lectures. Prerequisite: PHY 351, PHY 362; PHY 486 strongly recommended. Fall) PHY 499 PHY 399 PHY 299 PHY 199 See description on page 92. Open to juniors and seniors with departmental approval. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: PHY 486 PHY 430 Comprehensive Laboratory 11 (.5 course) A continuation of PHY 395. (One three-hour laboratory and one seminar hour per week. Prereq.: PHY 395, junior or senior standing or consent of instructor. Spring) PHY 396 Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362,363 or concurrent registration) Comprehensive Laboratory 1 (.5 course) An emphasis on independent laboratory work and participation in physics seminars. Experiments in mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics, and modem physics. (One three-hour laboratory and one seminar hour per week. Prereq.: junior or senior standing or consent of instructor. Fall) PHY 395 Physics 22 F Providing work in several subfields of political sciene, the major suppIies the breadth appropriate for graduate work in political science, public administration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities Political scientists use systematic inquiry and analysis to examine political reality. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy psychology, economics, history, and sociology to the study of politics. irmly in the liberal arts tra. grounded dition, political science shares concerns with the humanities, other behavioral sciences, and mathematics and the sciences. The role and significance of authority in human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced faculty that offers courses in all major areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and international politics, mass communications and other information technolgoy, racial and ethnic politics, and American public law. The honors major in political science includes the requirements listed above, plus the following: The student's GPA must be 3.5 in the major and 3.0 overall; the student must take an honors independent study and a seminar, and must submit an Departmental Honors Also at least five other upper division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. Also one other political science course in any area, upper or lower division. Required elective-ne of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States Political Science Major Ten courses: POL 158 Political Patterns and Processes POL 483 PoliticaVStatistics/Methodology POL 484 Political Analysis Seminar Milda Hedblom (Chair), Andrew Aoki, Mary Ellen Lundsten, William Morris, Nonna Noonan, Joseph Underhill-Cady Political Science Faculty area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student's potential for graduate study and a successful career. Economics Courses: ECO 112 Principles of Macroeconomics (elective for social science core) ECO 113 Principles of Microeconomics (elective for social science core) ECO 3 12 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics One other upper division course Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary educaiton. Teaching Major in Political Science and Economics Five courses, including POL 121 or 122 or 170; POL 158; and at least three upperdivision courses in three out of five political science areas. POL 483 may not usually be used for a minor. Minor honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. Students should apply for the honors major no later than the junior year. See the class schedule for precise listing of terms in which courses are offered. Note: Students interested in secondary education may take a political science major or the teaching major in economics and political science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. (I) American Government and Politics, (11) Comparative Politics and Analysis, (111) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Political Science Areas In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. Political Science Courses: POL 121 American Government (social science core course) Two upper-level political science courses (must be in two different areas) Two other political science courses Education Courses: EDC 200 Orientation to Education (required for licensure) EDS 375 Social Studies Methods-capstone course (required for licensure) Political Science 22! - American Government and Politics Surveys major parts of American national government-including Congress, the presidency, and the courts-as well as campaigns and elections, federalism, interest groups, and political parties. Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy Includes case studies of the Twin Cities metro area. American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. Environmental and River Politics This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and Ostakeholders are trying to achieve sustainability in the watershed. Social and Political Change Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how individuals can try to effect political change. (Prereq.: one previous course in political science, or junior or senior status or consent of instructor) Politics and Public Policy The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. Political Parties and Behavior Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) Mass Communication in Society Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior, or senior standing.) POL 121 POL 122 POL 124 POL 241 POL 323 POL 325 POL 326 POL 342 I. AMERICAN GOVERNMENT AND POLITICS !30 Political Science Media Law (See Section IV for description.) Topics in American Politics Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. (Prereq.: one course in political science or consent of instructor) POL 375 POL 421 Topics In European Politics Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. (Prereq.: one course in political science or consent of instructor) Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union andlor other communist/post-communist states in terms of political behavior, evolution, institutions, and political processes. (Prereq.: one course in political science or consent of instructor) Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries valy. (Prereq.: one course in political science or consent of instructor) Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 350 POL 351 POL 359 POL 459 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. Russian and Chinese Foreign Policies Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) POL 160 POL 363 Ill. INTERNATIONAL POLITICS Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 158 II. COMPARATIVE POLITICS AND ANALYSIS Constitutional Law (See Section IV for description.) POL 370 Political Science 23 0 0 y.4 r K ,aO 2 O G v, - n w $ 2 5. 8 s 3 2. z0 zg g* 9%g ;gg. 2.2 E$Cn zg 0g g.,gg -.g Z g m 2 5'4 2 In 5' n 5 $ w c ail % g 7 0 2g.g 3, 5' C g 5g.z m e - . , pl F -EagB a,, ~ ~ ,3 LI. g- - %3w %0.gcron , K? & gCK5 5 . q g~ -'C g m g 50 3 g.2 An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. .(Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor) Political Analysis Seminar Origins and evolution of Manrist theory and movements, emphasizing Marxism as developed in Russia and China. Considers the political, social, and economic dimensions, and changing role of Manrist doctrines in society. (Prereq.: POL 158 or consent of instructor) Marxist Theory Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor) Topics in Democratic Theory Lower Division Seminar Selected topics. Consult department chair concerning terms and subject matter. Seminar Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. Seminar in Political Statistics and Methodology Special topics. Consult department chair concerning terms and subject matter. (On demand) POL 499 POL 399 POL 299 POL 199 See description on page 92. Independent Study/Research See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. P/N grading unless internship supervisor grants exception. lnternship Internships and Independent Study Courses: POL 495 POL 483 POL 295 VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS POL 484 POL 382 POL 381 Political Science 23 - ~ Bridget Robinson-Riegler (Chair), Grace Dyrud, Emily Hause, David Matz, Nancy Steblay Psychology Faculty Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, physiological, developmental, social, cognitive, and industrial/organizationalpsychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, association with Augsburg's active Psychology Club, Psi Chi Honor Society, and faculty-student research teams. sychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community The curriculum's emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, church, and medicine. P Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 299,399, and 499 may be counted. *For WEC students, PSY 360 is recommended, not required, hence the WEC major is 10 courses not 10.5 Majors are strongly encouraged to take more than the rninimuml0.5 required psychology courses; no more than 13 course credits can count for graduation. Electives (3 courses in psychology) At least one course from the following: PSY 357 Behavioral Analysis PSY 359 Assessment PSY 363 Sports Psychology PSY 368 Behavioral Healthcare PSY 373 Industrial/Organizational Psychology PSY 385 Counseling Psychology Professional Perspectives (2 courses) PSY 399 Internship At least one course from the following: PSY 491 Advanced Research Seminar PSY 493 Seminar: Contemporary Issues At least one course from the following: PSY 325 Social Behavior PSY 354 Cognitive Psychology PSY 355 Biopsychology Foundations of Psychology (5.5 courses) PSY 105 Principles of Psychology or PSY 102 The Individual in a Social World PSY 215 Research Methods: Design, Procedure, and Analysis I PSY 315 Research Methods: Design, Procedure, and Analysis I1 PSY 360* Psychology Laboratory (.5) The major is 10.5* courses Major The Individual in a Social World A scientific investigation of social issues, with analysis of both individual and group factors. Topics include media, prejudice, conformity, legal processes, and consumer issues. Research participation is required. (This course does substitute for PSY 105 as a prerequisite to upper division psychology courses.) Principles of Psychology An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. PSY 105 Five courses, including PSY 102 or 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 299, 399, and 499 may be counted. Minor PSY 102 Both the sociology and psychology departments offer courses relevant to students with interests in social psychology. The intent of the social psychology concentration is to provide students of either major with a solid disciplinary foundation along with specific coursework to strength- Concentration in Social Psychology GPA of 3.0 in the major and 3.5 overall, and completion of a high-quality research project culminating the major program. Formal application must be made during the junior year. Please consult the department chair for more detailed requirements. Successful completion of departmental honors in psychology automatically qualifies the student for graduation with distinction from the college. Departmental Honors/Craduation with Distinction Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. en a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology interest. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific requirements. Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. WEC psychology courses are offered only on an alternating year basis. All psychology majors must have an adviser in the psychology department. Psychology 23' - PSY 355 PSY 354 PSY 353 PSY 352 PSY 351 Psy 335 PSY 325 PSY 315 PSY 215 PSY 201 Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and altered states of consciousness. (Prereq.: PSY 215) Biopsychology Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215) Cognitive Psychology Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population-the elderly. (Prereq.: PSY 102 or 105) Aging and Adulthood Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 102 or 105) Adolescent and Young Adult Development Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. (Prereq.: PSY 102 or 105) Child Development Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness issues, courtroom procedures, and forensic clinical practice. (Prereq: Psy 102 or 105) Psychology and Law Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. (Prereq.: PSY 215) Social Behavior Part I1 of a two-term sequence. See PSY 215. PSY 315 should be taken in the term immediately following PSY 215. PSY 215 may be taken for one course credit without taking 315. (Prereq.: PSY 215 with a grade of 2.0 or higher, ENG 111) Research Methods: Design, Procedure, and Analysis I1 Part I of a two-term sequence. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, computer-assisted data analysis, and APA-style presentation of research findings. PSY 215 must precede PSY 315. (Prereq.: PSY 102 or 105, MPG 3) Research Methods: Design, Procedure, and Analysis I Consideration of the impact of psychological, behavioral, social, and biological interactions on health. (Prereq.: PSY 102 or 105) Health Psychology 236 Psychology Environmental Psychology This course uses a cultural-ecological viewpoint to study the influence of the physical environment, both natural and human-made, on behavior. (Prereq.: PSY 102 or 105) Behavior Analysis Principles of lea&ing/behavior change and their application to self-management, family work, school, and clinic settings. ~ndihdualizedprojects. (Prereq.: PSY 102 or PSY 105) Assessment Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. (Prereq.: PSY 215) Psychology Laboratory (.5 credit) Laboratory research experience under the supervision of a faculty member. Concurrent enrollment in a full credit upper-level course (designated courses will vary depending on the semester) and approval by the instructor are required. (Prereq: Psy 102 or 105) Personality/Cultural Context Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. (Prereq.: PSY 102 or 105) Abnormal Psychology An introduction to psychological disorders and treatment. (Prereq.: PSY 102 or 105) Sports Psychology Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. (Prereq: Psy 102 or 105) Behavioral Health Care Application of psychological theory, research, and clinical principles to health care practice. Emphasis on developmental health issues and a biopsychosocial health model. (Prereq.: PSY 102 or 105) Psychology of Gender Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. (Prereq.: PSY 102 or 105) Industrial/Organizational Psychology The theoretical and applied study of organizations. Topics include personnel selection and evaluation, career development, conflict and decision-rnaking, group processes, and organizational change. (Prereq.: PSY 102 or 105) PSY 356 PSY 357 PSY 359 Psy 360 PSY 361 PSY 362 PSY 363 PSY 368 PSY 371 PSY 373 Psychology 23 Historical Perspectives Discussion and exploration of contemporary professional issues and social policy from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 215 and junior standing) Seminar: Contemporary Issues Research team experience in a seminar format. Designed to extend students' knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate school and those electing an honors major. (Prereq.: PSY 315 or comparable course approved by instructor) Advanced Research Seminar Specific topic will be published prior to registration. (Prereq.: PSY 215 and consent of instructor) Current Topics in Psychology Principles and methods involved in the counseling process. Consideration of goals and ethical guidelines for the counseling relationship. (Prereq.: Two PSY courses plus PSY 102 or 105) Counseling Psychology Focus on the people in psychology's history their questions and positions, from the early Greek period to the present. Emphasis on the 20thlcentury, inclusions of women and minorities, and contextual histoly. (Prereq.: PSY 102 or 105) PSY 499 PSY 399 PSY 299 PSY 199 See description on page 92. (Prereq.: PSY 330) Independent StudyIResearch See description on page 91. Participation in a concurrent seminar is required. (Prereq.: PSY 330) lnternship See description on page 92. (Prereq.: PSY 102 or 105) Directed study See description on page 91. (Prereq.: PSY 102 or 105 and one other psychology course). Internship Internships and Independent Study Courses. PSY 493 PSY 491 PSY 490 PSY 385 PSY 381 ,313 Psychology ~e1i~i;i.i111, 221, or 33 1is prerequisite to all other courses. REL 111 or 221 is expected to be taken in either the freshman or sophomore year at Augsburg. Junior or senior transfer students who are required to take two Christian Faith Perspective courses may take REL 331 as the prerequisite for other courses. I Prerequisites The Religion Department offers two majors: Religion ( E L ) and Youth and Family Ministry (YFM). Majors Beverly Stratton (Chair),Janelle Bussert, Nancy Going, Lori Brandt Hale, Bradley Holt, Rolf Jacobson, Lynne Lorenzen, Philip Quanbeck 11, Mark Tranvik Religion Faculty eligion asks fundamental questions of life and meaning: Who are we as human beings? Where did we come from? Where did the world come from?What do good and evil mean in this time and place? Students will wrestle with these questions and with responses from the Christian traditions and from the perspectives of the other major world religions. R GPA of 3.5 in the major and 3.0 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by Dec. 30 of the student's senior year. Departmental Honors Graduation with Distinction requires application to the department chair in the junior year. Specific requirements are available from the chair. Graduation with Distinction All majors must have an adviser in the department. Advising All h-ansfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed (2.0 or above) within the last ten years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or REL 111 credit for the major. Transfer Courses Courses designated REL and YFM are offered by the religion department. A maximum of 13 total REL and YFM courses may be applied toward the 32-course requirement for graduation. Taking extra electives in REL or YFM may require students to complete more than the minimum 32 courses required for graduation. Graduation Requirements A religion major encourages students to seek their future in the world andlor church through a sense of vocation, serving as pastors, associates in ministry, nurses, youth and family ministry lay professionals in congregations, and as social service and human resource professionals in a wide variety of settings. Through the study of religion, students will learn to understand, appreciate, and articulate the Christian faith, as based in the Bible, as lived in the Christian fellowship, as embodied in the Christian Church and its history, and as interactive in the contemporary world and with other world religions. Students will also develop the ability to read and interpret the Bible, other religious texts, and various expressions and practices of faith, so that their meaning for human life in relation to God becomes evident. In addition students will develop skills for becoming leaders in the religious communities to which they belong and for living as responsible citizens with others whose religious views and practices differ from their own. Note: Not all courses that meet Christian Faith Perspectives are REL courses and do not count toward the religion major or minor. Five religion courses including REL 111 or 331. At least two upper division courses must be taken at Augsburg College. Students are required to have at least a 2.0 GPA in courses counted toward the minor. Religion Minor Note: Seminar, especially for majors, should be taken in the junior or senior year. One New Testament Greek course may be applied to the major. or Option B: REL 221 Biblical Studies and three additional religion courses, two of which must be upper division. Option A: REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament and two additional religion courses, one of which must be upper division. and Eight courses including: REL 111 Introduction to Theology REL 356 World Religions REL 481 Contemporary Theology REL 495 Religion Seminar Religion Major BACHELOR OF ARTS REL 309 REL 308 REL 306 REL 302 REL 301 REL 231 REL 221 REL 111 Religions themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. Religion at the Movies A study of poetry from the Christian tradition and its interpretation, focusing on biblical psalms and poems, religious poetry, and Christian hymns and songs. Psalms, Songs, and Religious Poetry A study of Christian belief and paitice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the deep questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity. NonWestern Christianity Historical, literary, and theological interpretation of Paul's letters, the gospels, and other New Testament writings as persuasive literature for ancient and modem communities. Prerequisite REL 111. Interpreting the New Testament An investigation of the Torah, Prophets and Writings, including forms, genres, historical contexts, portrayal of God, and interpretation of these texts by ancient and modem Jewish and Christian communities. Prerequisite REL 111 and entry level critical thinking. Interpreting the Old Testament An examination of selected topics related to the Black experience, e.g., African backgrounds, religion under slavery, and evangelicalism. Religion in African-American History The origin, literary character, and transmission of the biblical documents; the task of biblical interpretation; and the history of Israel and the emergence of the church. Not accepted for credit for students who have taken REL 301 or 302. Biblical Studies An introduction to the academic discipline of theology and to the dialogue between the church and the world that concerns Christian doctrine. Open only to freshmen and sophomores. Not accepted for credit for students who have taken REL 331. Introduction to Theology REL 111, 221, or 331 is a prerequisite for a17 other religion courses. Religion 2 - REL 363 REL 362 REL 357 REL 356 REL 353 REL 346 REL 343 REL 331 REL 320 REL 313 :42 Religion Environmental Theology and Ethics A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations, and the responses of religion to the challenges of its environing culture. Religion in America An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. Theology of the Reformers ures. Thinkers that may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. Giants of Christian Faith Christian history is examined through the lives and theology of notable fig- An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. World Religions A study of the beliefs and worship practices of the major Christian denominations and of many contemporary American religious groups. Some controversial religious movements will also be considered. Denominations and Religious Croups in America This course examines the changing role of the church in the midst of political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Taught in Namibia semester program. Religion and Social Change in Southern Africa An examination of the nature of modem marriage and family relationships within the context of the faith and practice of the Christian church. Theology of Marriage and Family An advanced introduction to the biblical and theological foundations of the Christian faith, focusing on writing and advanced critical thinking skills. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 111 or REL 221. Foundations in Bible and Theology An examination of Buddhism and the interface of Buddhism and Christianity in Thailand, with attention to the plurality of religions, the role of Christian mission, and religious responses to some of Thailand's contemporary problems such as AIDS and the sex industry. Short-term travel seminar. Buddhism and Christianity in Thailand An overview of contemporary environmental theology and theologically-based approaches to environmental ethics using case studies of environmental problems in Mexico and Central America. Taught in Mexico during spring semester program. REL 471 REL 441 REL 425 REL 390 REL 386 REL 383 REL 374 REL 370 REL 366 The Church and Social Change in Latin America Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. Jesusand His Interpreters Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. Feminism and Christianity A practical forum on "habits of the heart" that sustain Christian service. Students explore and critically reflect on the value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor. Christian Spiritual Practices A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modem medical technology. Theology of Death and Dying An investigation of scholarship on Genesis and the role of interpretaton through study of the characters and values portrayed in Genesis and related biblical texts. Speaking of Genesis Influences of the relational world view of process philosophy on Christian faith and ethical deliberations (including killing, abortion, human sexuality, and euthanasia). Process Theology larly physics and biology, and the ethical implications of some of the technologies that have derived from these sciences. A study of the implications for Christian theology of modem science, particu- Science and Religion Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENG 111, junior standing, and REL 111, 221,' or 331) American Indian Spirituality and Philosophical Thought A study of the dominant theological perspectives that have shaped Latin America culture and politics. Focuses on the relationship between theology and sociavpolitical transformation. Taught in Mexico in short-term travel seminar or fall semester and in Central America fall or spring semester programs. Religion 24 Paul the Apostle This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. (Prereq.: ENG 111. Fall) Seminar Selected topics in religion. Topics in Religion A study of current psychological views of religion in the context of the traditional Christian view of human nature. Special attention will be given to the classics in the field by Freud, Jung, and William James, and to those Christian theologians who have been influenced by them. Religion in Psychological Perspective The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. Christian Ethics An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian Church. (Prereq.: ENG 111and REL 111, 221, or 331) Contemporary Theology An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community Judaism A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. (Prereq.: Pass or waiver of critical thinking entry level skills test) Internship See description on page 92. Independent StudyIResearch See description on pages 91 and 246. Internship See description on page 92. Directed Study See description on page 91. Limited to special cases Philosophy of Religion Religion and Society PHI 350 SOC 360 See department listing for a description of thefollowing approved elective: REL 499 REL 399 REL 299 REL 199 Internships and Independent Study Courses: REL 495 REL 490 REL 486 REL 483 REL 481 REL 475 REL 472 44 Religion Youth and family ministry core: YFM 207 Contextual Education [required non-credit field experience] YFM 232 Peer Ministry: Principles and Leadership YFM 235 Basics in Youth and Family Ministry YFM 358 Life and Work of the Church or YFM 316 Church and Culture in Context Theology core: REL 111 Introduction to Theology REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament REL 362 Theology of the Reformers REL 495 Religion Seminar Eleven courses including Youth and Family Ministry Major This major requires 150 hours of supervised contextual education (YFM 207) as preparation for a 150-hour internship (YFM 399) with a congregation or ministry organization. Students may satisfy the City perspective by taking GST 209 in conjunction with either of these experiential education components. Students are accepted into the program through a two-step candidacy process. Contact the youth and family ministry coordinator in the religion department about when and how to apply for candidacy The major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This major is interdisciplinary, combining a core study of theology and Bible with supporting coursework in the social sciences. A distinctive part of the major is the combination of practical and theological training, using resources of the Youth and Family Institute of Augsburg College. Youth and Family Ministry Major one formal, supervised field work experience: YFM 207 Contextual Education (noncredit requirement) YFM 399 Internship or field work with youth and families, supervised through another major and approved by the Religion department youth and family ministry coordinator. one upper division YFM course from: REL 343 Theology of Marriage and Family YFM 316 Church and Culture in Context YFM 358 Life and Work of the Church one Bible survey course from: REL 221 Biblical Studies REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament The minor consists of the following six courses REL 111 Introduction to Theology YFM 235 Basics in Youth and Family Ministry YFM 232 Peer Ministry Youth and Family Ministry Minor Note: A student with a youth and family ministry major or minor may not also major or minor in religion. and three supporting courses SOC 231 Family Systems: A CrossCultural Perspective PSY 105 Principles of Psychology or PSY 102 The Individual in a Social World PSY 351 Child Development or PSY 352 Adolescent and Young Adult Development or SWK 260 Humans Developing YFM 399 Internship REL 343 Theology of Marriage and Family REL 425 Christian Spiritual Practices - YFM 399 YFM 358 YFM 316 YFM 235 YFM 232 YFM 207 Supervised practice of youth and family ministry during 150 hours in an approved congregational setting. Students complete a formal internship agreement and projects. (Prereq.: Candidacy step #2) Internship faith through Christian education and cuniculum, youth and family ministry, and parish life. A study of the role of congregations and families in shaping and nurturing Life and Work of the Church situation in Norway. Emphasis will be on the role of congregations and families in both Norway and the United States in shaping and nurturing faith through Christian education and curriculum, youth and family ministry, and parish life. Short term travel seminar, offered in the summer. A study of Norwegian culture and church life and the contemporary religious Church and Culture in Context Development of youth and family ministry in the U.S. Conceptual models and basic skills for holistic approach to youth and family ministry in a congregation. Basics in Youth and Family Ministry Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listenerhelper. Peer ministry integrates the act of caring and serving others within a Christian belief system. Peer Ministry: Principles and Leadership Students reflect upon and relate their learning of theology, the youth and family ministry model, and supporting social science courses to experiences during 150 hours in an approved congregational setting. They discuss ministry issues with peers and supervisors and begin preparation of their professional portfolios. This is a non-credit requirement for the major. It may be done over two to three semesters. (Prereq.: Candidacy step #1) Contextual Education (.O course) :46 Youth and Family Ministry T Adviser Magda Paleczny-Zapp Courses are offered at Augsburg College, Harnline University, Macalester College, the College of St. Catherine, and the University of St. Thomas, thus drawing on the faculty and resources of the five ACTC institutions. his major, offered through the Associated Colleges of the Twin Cities (ACTC), seeks to give the broadest possible exposure to the history, politics, economics, literature, and philosophy of Central and Eastern Europe and Russia. This interdisciplinary major offers an opportunity to become well acquainted with societies in socio-economical and political transition as well as the rich literary and cultural achievements of the area. Experience with the Russian language or, through the University of Minnesota one of the Eastern European languages, is required. Russian, Central, and East European studies is a sound liberal arts major offering considerable flexibility and career opportunities, especially when combined with another major or minor in business, economics, history, language, and literature or political science. Major Eleven courses, including language and area studies courses: A. Language Courses: Two years of basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or equivalent competencies. B. Area Studies Courses: Track 1: Concentration in humanities Five courses: Four courses from the list of approved courses in Track 1,plus one course from Track 2, as approved by adviser. Track 2: Concentration in social sciences Five courses: Four courses from the list of approved courses in Track 2, plus one course from Track 1, as approved by adviser. C. Two other courses selected from either Track 1 or Track 2. D. Students are strongly recommended to take a third year of Russian or any other East European language. A program of study abroad in Russia or one of the Central or East European countries during a semester, Interim, or during the summer is strongly encouraged. All options should be discussed with the student's adviser. The current advisers are: Augsburg, Magda Paleczny-Zapp, 612-330-1761; Hamline, Karen Vogel, 651-523-2973; Macalester, Gary Krueger, 651-696-6222; and St. Thomas, Sr. Mary Shambour, 651-962-5164. Students should consult an adviser regularly in order to secure a coherent and effective program. Each ACTC institution has a faculty member on the Russian, Central, and East European Studies Committee. These advisers can help with selection of courses, recommendations for study abroad, and consideration of career options. Faculty Advising ECO 317 at Augsburg Comparative Economic Systems is equivalent to: ECON 25 M Comparative Economic Systems ECON 349 C Comparative Economic Systems ECON 349 T Comparative Economic Systems HIS 348 at Augsburg Russia and the Soviet Union in the 20th Century is equivalent to: HIST 333 T Eastern Europe, 1914 to the Present HIST 373 H The Heart of Europe: Central & Eastern Europe in the 20th Century HIST 351 C Russia: The Last of the Romanovs, Bolshevik Interlude, and the Russian Republic See Nordic Area Studies under Interdisciplinary Studies. SCANDINAVIAN STUDIES (Lettersfollowing course numbers designate location: H=Hamline; MzMacalester; C=St. Catherine; T=St. Thomas) Students may not receive credit for the same course taken on different campuses. Since courses with similar content may not always have similar titles, students are strongly encouraged to pay careful attention to the list below. The following courses are considered to be equivalent to one another: Students may take other Eastern European language courses that are offered at the University of Minnesota through ACTC. See the adviser or contact the ACTC office for further information. TRACK 2 SOCIAL SCIENCES CONCENTRATION REL 420 The Russian Orthodox Church ECO 317 Comparative Economic Systems EC0 495 Topics (Requires permission of adviser) POL 351 Topics in CommunistlPost Communist Systems (Requires permission of adviser) POL 363 Russian and Chinese Foreign Policy TRACK 1 HUMANITIES CONCENTRATION HIS 348 Russia and Soviet Union in the 20th Century REL 420 The Russian Orthodox Church HIST 60 M State and Society in Tsarist Russia is equivalent to: HIST 337 H Modem Russia from the Empire to Revolution 4 8 Russian, Central, and East European Studies 7 s An interdisciplinary social studies major is available for persons holding a bachelor's degree and seeking licensure only. Plus a major in one of six fields-economics, history, political economics, political science, psychology, or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. Social Studies Teaching Licensure Broad base requirements: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 220 America to 1815 or HIS 221 19th-Century United States or HIS 222 20th-Century United States POL 121 American Government and Politics PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 241 Foundations of Cultural Anthropology One course in geography (human or cultural) Coordinator Don Gustafson tudents -preparing - to teach social studies at the secondary level must complete, in addition to the professional requirements to be met within the Department of Education, a program designed to provide a broad foundation in the social sciences. The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Licensure Major Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the social studies coordinator. T Augsburg College's motto, "Education for Service," exemplifies the philosophy of the Department of Social Work. The Twin Cities area provides both a variety of field placements for social work students and extraordinary community resources for the classroom. The social, cultural, ethnic, and economic diversity in this metropolitan area enriches opportunities for social work students to learn to understand, appreciate, respect, and work with people different from themselves. Augsburg's social work major provides a strong foundation for graduate studies in a variety of fields. Since 1991 Augsburg has offered a full-time Master of Social Work (M.S.W.) degree on a weekend schedule. he social work major prepares graduates for entry-level generalist practice in the field of social work. The baccalaureate social work (B.S.W.) program is accredited by the Council on Social Work Education and leads to a bachelor of science degree. Graduates are prepared to work with individuals, families, groups, organizations, and communities building on strengths, and to develop, analyze, and influence social policy. The mission of the department is to develop social work professionals for practice that promotes social justice and empowerment towards the well-being of people in a diverse and global society. Anthony Bibus (Chair), Vern Bloom, Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director), Francine Chakolis, Sumin Hsieh, Barbara Lehmann, Rosemary Link, Sharon Patten, Curt Paulsen, Karen Robards, Nancy Rodenborg (BSW Program Director), Glenda Dewbeny Rooney, Michael Schock (BSW Field Coordinator), Maryann Syers (Field Education Coordinator) Social Work Faculty The social welfare minor and electives in the department allow students from other majors to gain knowledge about human needs and growth, human services, global social welfare, and the methods of effective citizenship. Using this knowledge, students are encouraged to apply their talents and skills to address the needs of society, always emphasizing social justice and the central importance of diversity in the social fabric of our world. and seven supporting courses: BIO 101 Human Biology PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 231 Family Systems: A Cross-Cultural Perspective SOC 265 Race, Class and Gender SWK 257 Exploring Human Services SWK 260 Humans Developing A minimum grade of 2.0 is required for each core course and a 2.0 GPA is required in the supporting program. A statistics course is recommended for students planning on graduate school. Major Ten core courses: SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice I: With Individuals SWK 307 Field Work I: Integrative Seminar SWK 316 Social Work Practice 11: With Families and Groups SWK 317 Field Work 11: Integrative Seminar SWK 402 Research I: Fundamentals of Social Work Research and Evaluation (.5) SWK 403 Research 11: Evaluation of Social Work Practice and Programs (.5) SWK 406 Social Work Practice 111: With Communities and Policies SWK 407 Field Work 111: Integrative Seminar SWK 417 Field Work IV Integrative Seminar SWK 419 The Social Worker as Professional and one course from: POL 121 American Government and Politics POL 158 Political Patterns and Processes POL 325 Public Administration Six courses including: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 406 Social Work Practice 111: With Communities and Polices SOC 265 Race, Class and Gender Social Welfare Minor (for other majors) Consult the social work department student manual for graduation with distinction requirements. Graduation with Distinction Social work majors must be granted candidacy status before the beginning of the first practicum in the junior year. Certain 300- and 400-level courses list candidacy as a prerequisite. A written selfstatement, reference letters, and the completion or planned enrollment in all core and supporting program courses below the 400 level are necessary for candidacy. Candidacy Social Work 251 - Suggested c o u r s e ~ h o o s four: e REL 231,263,342,343,353,360,363, 366,370,415,441, and 483. Social Ministries Minor in Religion Required course+hoose one: REL 111 Introduction to Theology or REL 221 Biblical Studies SWK 403 Research 11: Evaluation of Social Work Practice and Programs (.5) SWK 406 Social Work Practice 111: With Communities and Policies SWK 407 Field Work 111: Integrative Seminar SWK 417 Field Work IV Integrative Seminar SWK 419 The Social Worker as Professional Global Peace and Social Development This course offers a framework of non-violent social change and development in the global context. It also identifies the focus of social work in addition to many other disciplines that are vital to fostering peace. Exploring Human Services This experiential learning course is designed to help students learn about themselves in relation to a possible major or future career in social work. Students must arrange to perform 60 hours of work in a human service agency and must attend the weekly seminar. The course also critically examines how economic and political structures affect diverse groups. Humans Developing This course provides an understanding of human growth through life and of the sociocultural, biological and psychological factors that influence the growth of individuals and families. Growth related to diverse populations and groups or special stresses is also a focus. SWK 230 SWK 257 SWK 260 ELECTIVE COURSES ARE OPEN TO ALL STUDENTS. This concentration helps to focus social workers on work in church congregations or church-sponsored social programs and projects. The concentration was designed by the Departments of Religion and Social Work. The concentration is achieved by completing the following course of study: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice I: With Individuals SWK 307 Field Work I: Integrative Seminar SWK 316 Social Work Practice 11: With Families and Groups SWK 3 17 Field Work 11: Integrative Seminar SWK 402 Research I: Fundamentals of Social Work Research and Evaluation (.5) Social Ministries 252 Social Work History and the Analysis of Social Policy This course focuses on social change through community organization and influencing policies. Students build an understanding of communities, human service agencies, and policy practice in the local community. (Prereq.: senior standing or consent of instructor) Social Work Practice Ill: With Communities and Policies This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental responses to human needs and the contribution of social workers historically will be explored. (Prereq.: junior standing or consent of instructor) Social Work Practice I: With Individuals Field Work II: lntegrative Seminar SWK 317 SWK 402 Social Work Practice 11: With Families and Croups This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on generalist practice in group and family work. (Prereq.: SWK 306, SWK 307, and candidacy status) SWK 316 This is the first part of a sequence introducing students to basic research methods that social workers commonly use in their practice. Students learn not only to become knowledgeable consumers of social work research but also to develop beginning skills in evaluating social work practice and social service programs using quantitative and qualitative methods. Research I: Fundamentals of Social Work Research and Evaluation (.5 course) Progressively-responsible, s u p e ~ s e dprofessional social work experience including work with individuals, families, groups, and communities in a social service agency. A total of 120 hours, continuing SWK 307, plus an integrative seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading only) Field Work I: lntegrative Seminar Beginning supervised professional practicum experience in a social work agency that focuses on interviewing experience and relationship building. A total of 120 hours, plus a small-group integrative seminar. (concurrent &th SWK 301 in day program and SWK 306 in day and WEC. P/N grading only) This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals, and development of relationship building skills. Includes video-taping laboratory sessions. (Concurrent with SWK 307 Integrative Seminar and with SWK 301 in the day program, and junior standing) SWK 307 SWK 306 H COURSES RESERVED FOR SOCIAL WORK MAJORSONLY SWK 406 SWK 301 Social Work 25 This course reviews professional ethical practice, organizational analysis, strategies for agency change, and client empowerment, and social work career planning. (Prereq.: Senior and candidacy status) The Social Worker as Professional Continuation of SWK 407; a total of 120 hours plus integrative seminar. (Prereq.: Senior and candidacy status. P/N grading only) Field Work IV: lntegrative Seminar Field work practicum, a total of 120 hours plus integrative seminar. (Prereq.: Senior and candidacy status. P/N grading only) Field Work Ill: lntegrative Seminar This is the second part of a sequence in which students learn to use evidence in evaluating whether their practice and programs are helping or harming clients. Since these courses cover the graduation skill of Quantitative Reasoning, students learn to apply techniques of statistics and data analysis in research and evaluation. (Prereq.: SWK 402 and MPG 3) Research II: Evaluation of Social Work Practice and Programs (.5 course) SWK 499 SWK 399 SWK 299 SWK 295 SWK 199 See description on page 92. lndependent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study Special themes in social work specified in subtitle. Topics: See description on page 91. lnternship Internships and lndependent Study Courses: SWK 419 SWK 41 7 SWK 407 SWK 403 !54 Social Work s Diane Pike (Chair), Eric Buffalohead, Lars Christiansen, Gany Hesser, Michael O'Neal, Tim Pippert, James Vela-McConnell Sociology Faculty Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, and field studies. The department urges students to use Augsburg's metropolitan setting as a laboratory for learning. Internships, service learning, and cooperative education enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the human resources departments of both government and private corporations, in the criminal justice field, and as professors of sociology. Others have used their majors as preparation for advanced study in areas such as law, the ministry, social work, urban planning, and human services. The goal of the department is to guide students in gaining knowledge of the social order, how it affects them in their daily lives, and how it can be applied to their vocation. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. ociology is the study of society as a whole and of human social organization in groups. The sociological perspective provides a way to better understand the social world and how human beings come to think and act as they do. Students interested in community crime prevention as well as the traditional aspects of criminal justice-courts, prisons, probation, and law-will be served by this concentration in the major. Additional courses required for the concentration are: SOC 211, SOC 231, SOC 265, SOC 277 and an upper division Internship approved by the department. See Diane Pike for advising and visit the department Web site for details. Concentration in Crime and Community This concentration is designed to give sociology majors a concentration in urban community studies, which includes an applied sociology focus emphasizing city and community planning with a required internship. In addition to the seven core courses, students are required to take four additional courses: SOC 211, SOC 381, SOC 399 and one additional elective. See Gany Hesser for advising and visit the department Web site for details. Concentration in Community Studies Note: SOC 399 is highly recommended. Majors must have a 2.0 or better in each required course to receive credit in the major. Major Ten courses including: SOC 121 Introduction to Human Society SOC 349 Organizational Theory SOC 362 Statistical Analysis SOC 363 Research Methods SOC 375 Social Psychology SOC 485 Sociological Theory SOC 495 Senior Seminar and three additional sociology courses. - A course of study designed for students who plan to work in organizational settings including corporate, government, and non-profit sectors. Students will learn how organizations are structured, function, and change, how people relate in organizational settings, and how organizations succeed and why they sometimes fail. The concentration both theoretically and experientially equips students with skills to effectively lead and manage organizations, and to succeed within organizations while achieving their personal career and professional goals. Courses required beyond the core major requirements are: Work and Society (SOC 222), a practicum in Advanced Organizational Analysis and Development, and three courses in related fields-one from BUS 242 or ECO 113, one from PSY 373 or BUS 340, and one from SPC 345 or SPC 410. See Professor Lars Christiansen for advising and visit the department Web site for details. Concentration in Organizational Analysis and Development This concentration offers sociology majors an opportunity to examine and develop the methods and theoretical perspectives used by cultural anthropologists to study and understand the dynamics of culture. To complete the concentration, the sociology major must complete five additional courses beyond the seven core courses. Two of those courses must be SOC 241 and SOC 499. The remaining three courses must be selected one each from three course groupings: World Cultures, Anthropological Research, and Theoretical perspectives. See Eric Buffalohead for advising and visit the department Web site for details. Concentration in Cultural Anthropology 256 Sociology To complete departmental honors in sociology and graduate with distinction from the college, the student must have a minimum GPA of 3.5 in the major and overall. In addition, students must: (1) successfully complete an internship, independent study, or cooperative education experience; (2) submit a portfolio including an honors essay and completed papers and projects. See department chair and website for specific requirements. An appli- Departmental Honors/Craduation with Distinction The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Licensure Major The intent of the social psychology concentration is to provide sociology andlor psychology students with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition to the seven required sociology major courses, students must take: PSY 105, PSY 325, SOC 399, and PSY 491. See James Vela-McConnell for advising and visit the department Web site for details. Concentration in Social Psychology Introduction to Human Society What is society and how does it make us who we are? Sociology offers insights into discovering the world and one's place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. (Fall, spring) Community and the Modern Metropolis How is community possible in the context of multicultural, social, and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this theme. (Fall, spring) Work and Society Through a sociological analysis of the social and technical organization of work in capitalist society, this course explores the various meanings of work, the work ethic, the functions and schools of management, social relations at work, and the character of past and contemporary occupations and industries. Family Systems: A Cross-Cultural Perspective The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modem cultural and social patterns. (Fall, spring) Foundations of Cultural Anthropology Course objectives include giving students an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring) Race, Class and Gender Who gets what, when, and how? Individuals and groups from diverse backgrounds-race, ethnicity, class, gender, and sexuality-receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. (Fall, spring) SOC 21 1 soc 222 SOC 231 SOC 241 SOC 265 Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required to have at least a 2.0 GPA in courses counting toward the minor. Minor SOC 121 cation for departmental honors/graduation with distinction must be completed by spring of the junior year. Successful completion of honors in socioloqualifies the student for gy graduation with distinction from the college. Sociology 25 Cultures of Violence What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives to conflict. (Offered on rotating schedule) SOC290 Organizational Theory What is the nature of these modem organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure, as well as corporate deviance. (Prereq.: SOC 121 or consent of instructor. Spring) Religion and Society An examination of the interaction of religion and society in tenns of sociological analysis with particular emphasis on contemporary sociological research on religious movements and institutions in American society. (Prereq.: SOC 121 or consent of instructor. Fall) Statistical Analysis This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis-be it in an academic journal or a daily newspaper. (Prereq.: MPG 3. Fall) Research Methods Good research40 you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor. Spring) Social Psychology How does society construct the individual? How does the individual construct society? This course analyzes the dynamic tension between the self and society, as well as the major questions, issues, perspectives, and methods of the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring) The City and Metro-Urban Planning Emphasis centers on alternative theories and approaches to planning and shaping metropolitan areas. Readings, simulations, outside speakers, and walking research field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring) SOC 349 SOC 360 SOC 362 SOC 363 SOC 375 SOC 381 SOC 300, 301, 302, 303, 304 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. (Prereq.: consent of instructor) Introduction to Criminology What do we know about crime in American society? How can we explain crime sociologically? Topics include: theories and patterns of crime, police, courts, corrections, and criminal policy. (Fall) SOC 277 258 Sociology - Topics: Senior Seminar This capstone experience provides the opportunity for majors to integrate the sociology program and general education, develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity. Pass/No Pass grading. Seniors only. (Spring) SOC 495 Directed Study See description on page 92. lnternship See description on page 91. lndependent Study-Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic, and integrated utilization of resources available in the metropolitan community, supplemented by traditional College resources. (Prereq.: SOC 121 or 211 andfor consent of instructor. Fall, spring) lndependent StudyIResearch See description on page 92. (Prereq.: SOC 121, consent of instructor and department chair. Fall, spring) SOC 299 SOC 399 SOC 498 SOC 499 See listing under Modem Languages. SPANISH lnternship See description on page 91. SOC 199 Internships and Independent Study Courses: Modern Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: Two courses in sociology including SOC 121 or consent of instructor. Fall) SOC 485 Social Problems Analysis How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. (Prereq: Soc 121 or consent of instructor) Sociology 259 O Speech/Communication and Theatre Arts Faculty Martha Johnson (Chair), Julie Bolton, Michael Burden, Darcey Engen, Robert Groven, Daniel Hanson, David Lapakko, Deborah Redmond Prospective majors should meet with a departmental adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. The Augsburg communication major focuses on competency in both speech and writing, as well as effective use of media. Since the study and practice of communication is grounded in both the humanities and the social sciences, majors are encouraged to include such related subjects as aesthetics, ethics, philosophy, logic, literature, statistics, and research methods in their programs. Since communication careers demand a broad educational background, the department strongly encourages a second major or two minors in fields such as business, economics, English, history, international relations, political science, psychology, religion, social work, sociology, or theatre arts. ur quality . . of life, both personally and professionally, depends in large part upon the quality of our communication. A . . communication major at Augsburg is designed to enhance understanding of communication in a variety of contexts and to improve communication skills. Five additional electives from the following: SPC 329, SPC 345, SPC 399, SPC 495, SPC 499; THR 350, THR 360; BUS 301. BUS 302; PHI 120, PHI 241, PHI 260; POL 380, POL 326, POL 342, POL 370, POL 375; PSY 325, PSY 371; REL 383; SOC 362, SOC 363 Professional Communication Studies Emphasis Required of all communication majors: SPC 111 Public Speaking or SPC 112 Contest Public Speaking SPC 188 Forensics Practicum (non-credit) SPC 321 Business and Professional Speaking or THR 350 Voice for Speech, Stage, and Screen or THR 360 Interpretive Reading SPC 351 Argumentation SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 355 Small Group Communication One of the following: ENG 223, 225, 226,227 12 courses overall-seven required core courses and five courses within one of seven emphases. For transfer students, at least six of these 12 courses must be upper division courses offered at Augsburg. Communication Major BACHELOR OF ARTS Five electives from: BUS 242, 340, 440; INS 325; MIS 175,379; PSY 373; SOC 349; SPC 329,345,399,410 Supervisory Management Emphasis Five electives from: INS 325; PSY 373,485; SOC 231,265,349,375; SPC 329,345, 399,410,480 Human Relations Emphasis Five electives from: BUS 252, 352, 355, 357,450; SPC 329,399,410,480; POL 342 Marketing Communications Emphasis Five electives from: ART 132, 224, 225; BUS 242,252,355; MIS 379; PSY 373; SOC 349; SPC 345,399,410,480; POL 342 Students interested in this emphasis are strongly urged to take ENG 227 Journahsm as part of the major. Public Relations and Advertising Emphasis Mass Communication and journalism Emphasis Five electives from the following: SPC 343, 347,348,399,495,499; ART 132,225, 330; ENG 226,227,241,327,347; POL 342,375; THR 232,325,350,360; SPClTHR 333 Five additional electives from the following: SPC 329,345,399,410,480,495, 499; ART 132,225,330; SPC 345; BUS 340,355 or 450; CSC 160; INS 325; PSY 325,371,373; SOC 265,349,375 Organizational Communication Emphasis The honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (SPC 499 registration). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. Departmental Honors Students may petition the department to include as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the departmental adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or depament chair. All day majors should plan to include at least one internship (SPC 399) as one of their electives. We encourage all majors to participate in Augsburg's interscholastic forensics program. Day students are required to attend at least two interscholastic speech tournaments. Registering for and completing SPC 188 (Forensics Practicum) is required to document participation. Students should be aware that the tournament season is essentially from October through midMarch, and should plan schedules accordingly For All Seven Emphases Option #2: A 20 page research paper with complete documentation (using M U Handbook as a style sheet) Option #1: A 30-40 page research paper with complete documentation (using M U Handbook as a style sheet) The project must result in one of the following options: Criteria for project: the graduation with distinction project must: be centered on a topic in the SCT majors be original and distinguished "by depth of insight, by thoroughness of research, by creativity;" build on previous coursework in the major as well as demonstrate proficiency in General Education graduation skills of writing, critical thinking, and speaking; have an outcome made public through public forum, symposium or performance; result in the product or copy of the product retained by the college and archived in the library Eligibility: Students graduating with distinction in SCT must: be a senior maintain a 3.5 GPA in the major; maintain a 3.5 GPA overall; complete an individual project that is departmentally approved according to departmental criteria for graduation with distinction; have appropriate coursework for this project; register for 499 either in the fall or spring of their senior year. Please consult with your department adviser regarding guidelines and procedures. Graduation with Distinction Six courses including: SPC 111 Public Speaking or SPC 112 Contest Public Speaking POL 342 Mass Communication in Society or SPC 343 Broadcast Production I SPC 351 Argumentation or SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 345 Organizational Communication or SPC 355 Small Group Communication ENG 223,225,226 or 227 Communication Minor Note: The department will make attempts to provide some budget and resources (equipment, space) for graduation with distinction candidates on a firstcome, first-serve basis. However such arrangements must be made early and are purely up to discretion of the department, depending on resources available at the time. Availability of equipment, supplies, budget and other resources cannot be guaranteed. AND: the carrying out of a substantial directing project with a director's notebook, or the execution of a substantial stage or lighting design project including design renderings and models, or the execution of a substantial acting recital including role analyses; notebook, or the execution of a substantial video or film project including video scripts, story boards of video/film project Contest Public Speaking Theory and practice of speaking in formal contest situations. Students must attend three interscholastic speech tournaments in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate, speaking to entertain, andlor communication analysis. (Note: Students may take either SPC 111 or 112 for credit, but not both.) Forensics Practicum SPC 112 SPC 188 SPC/THR 216 Introduction to 16 mm Film This course demonstrates the basics of 16 mm. filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. A non-credit experience in forensics. Students must attend two interscholastic forensics tournaments between October and March. (Fall, spring) Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. (Note: Students may take either SPC 111and 112 for credit, but not both. Fall, spring) This major, which includes secondary education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of 2.0 in major courses and with a minimum cumulative GPA of 2.5 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the Department of English section of the catalog. Communication Arts/Literature Teacher Licensure Major SPC 111 Note: For transfer students, at least three of these six courses must be upper division courses offered at Augsburg. Prospective minors must obtain prior approval from a communication faculty adviser. Plus one of the following: SPCJTHR 295 Topics: Screenwriting THRIENG 325 Playwriting THR 328 Stage Design SPC 347 Documentary Video SPC 348 Broadcast Production I1 THR 366 Stage Direction Six courses including: ENG 241 Introduction to Cinema Art SPCJTHR 216 Introduction to 16mm Film SPCJTHR 333 Acting for Camera SPC 343 Broadcast Production I SPCJTHR 420 Issues in Contemporary Cinema Film minor Business and Professional Speaking This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Fall: alternate years) Intercultural Communication This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students' speaking skills. (Prereq.: SPC 111 or 112) SPC 352 SPC 351 SPC 348 SPC 347 SPC 345 SPC 343 Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Prereq.: SPC 111 or consent of instructor. Spring) Persuasion Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. (Prereq.: SPC 111 or consent of instructor. Fall) Argumentation This course combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.: SPC 343 or 347) Broadcast Production II A video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. Documentary Video An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. (Fall alternate years) Organizational Communication Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken concurrently with THR 333. (Fall) Broadcast Production I An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. Students are strongly encouraged to take SPC 343 concurrently or prior to taking this course. Alternate years. Prereq: THR 232 SPCITHR 333 Acting for Camera SPC 329 SPC 321 Interpersonal Communication The Self and the Organization Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Collateral readings, open dialogue, and individual projects. (WEC only) ,A leadership styles and conflict management. (Spring) A study of g o u p dynamics and leadership with emphasis on decision making, Small Croup Communication messages; emphasis on factors that build relationships and help to overcome communication barriers. (Spring) A study of the dynamics of human interaction through verbal and non-verbal Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. SPC 495 lnternship See description on page 91. Directed Study See description on page 92. lnternship See description on page 91. Independent Study/Research See description on page 92. SPC 199 SPC 299 SPC 399 SPC 499 Internships and Independent Study Courses. Public Relations/PromotionaI Communication Public relations in the modem world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only) SPC 480 SPC/THR 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways; and to provide a sophisticated critical apparatus to help them read film as texts and to interpret the cinema's larger societal value and impact. (Prereq: ENG 241 and JR/SR standing) SPC 410 SPC 355 SPC 354 See department listings for the following approved electives: ART 132 ART 224 ART 225 ART 330 BUS 242 BUS 252 BUS 340 BUS 352 BUS 355 BUS 440 BUS 450 CSC 160 ENC 226 ENC 241 ENC 347 INS 325 MIS 379 PHI 120 POL 342 POL 375 PSY 325 PSY 371 PSY 373 PSY 485 SOC 231 SOC 265 SOC 349 SOC 362 SOC 375 THR 232 THR 325 THR 350 THR 360 T In addition to learning skills specific to theatre, students in theatre arts learn valuable skills applicable to other professions: collaboration, verbal and non-verbal communication, organization, critical thinking, leadership, creativity, and self-expression. Involvement in theatre arts can help prepare students for such careers as law, education, business, communication, and jour- Augsburg's location in the heart of a major theatre center makes it an ideal place to study theatre. At Augsburg we seek to create every opportunity for students to grow both as theatre artists and scholars, by encouraging connections between our campus and the greater arts community while also exploring connections between theory and application. Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theatre professionals from the Twin Cities community who work closely with students,) and attendance at numerous professional productions in the Twin Cities. Augsburg theatre productions are treated as unique learning laboratories where students can enter into creative collaboration with faculty and professional artists-in-residence. he study of theatre is firmly grounded . in the liberal arts, integrating knowledege and principles from many academic and artistic disciplines, including speecWcommunication, art, music, history, English, literature, business, philosophy, and religion. Both the curriculum and dramatic productions by the Theatre Arts Program offer valuable cross-disciplinary connections for the campus while also providing a solid base in classical, modern, contemporary, and multicultural theatre. Ten theatre practicum units distributed as follows: 1-5 Practicum Units in the performance area from THP 111 or THP118; 4-8 Practicum Units in the production area from THP 112, THP 113, THP 114, THP 115 or THP 116; 1-2 Practicum Units in the artistic area from THP 117, THP 119 or THP 120. Two electives from: THR 116 Creative Drama THR 350 Voice for Speech, Stage, and Screen THR 360 Interpretive Reading THR 365 Advanced Acting Eight core courses: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 328 Theahical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism I1 THR 366 Stage Direction I Ten THR courses-eight required core courses and two courses chosen from THR electives, plus 10 theatre practicum units taken as THP courses. Theatre Arts Major BACHELOR OF ARTS nalism, as well as prepare theatre students for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the workplace, the department strongly encourages a second major or minor in such fields as speecWcommunication, art, English, education, music, or religion. Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPAin the major and a 3.0 GPA overall and, as part of their major, complete a substantial independent project of honors quality (THR 499). Honors candi- Departmental Honors Majors must participate in two out of three dramatic productions every year. Students must maintain an overall 2.0 GPA to have major participation in productions. Note: Some courses are offered alternate years only. Freshmen planning to major in theatre arts should begin with courses THR 116, 222, 232; sophomores: THR 228, 245, 361, 362; juniors: THR 325,328,350,360,361, 365; seniors THR 365,366. Unless you are a transfer student, all eight core courses must be taken at Augsburg; therefore, careful, early planning is required. Students may take a maximum of 13 credits in the major. The following cross listed and capstone courses are encouraged, but not required: THRIMUS 235 Skills of Music Theatre THRENG 325 Playwriting THRISPC 333 Acting for the Camera THR 399 Internship THR 499 Independent Study THR 002 or 005 is recommended to fulfill one of the lifetime sports requirements. Please note that all Theatre Practicum courses count as one theatre practicum unit except for THP 116, Stage Management (3 practicum units) and THP 115 Assistant Stage Managements (2 practicum units), because of the exceptional time requirement of these two practicum areas. Theatre Arts Plus one of the following: SPCITHR Topics 295: Screenwriting THRENG 325 Playwriting THR 328 Stage Design SPC 347 Documentary Video SPC 348 Broadcast Production I1 THR 366 Stage Direction Six courses including: ENG 241 Introduction to Cinema Art SPCrrHR 216 Introduction to 16mm Film SPC 343 Broadcast Production I THRISPC 333 Acting for Camera SPCrrHR 420 Issues in Contemporary Cinema Film Minor Five theatre practicum units including THP 111plus 4 theatre practicum units from THP 112, 113, 114, 115, or 116. See note above about THP 1151116. Five courses including: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft or THR 328 Theatrical Design THR 232 Acting THR 361 Theatre History Criticism I or THR 362 Theatre History Criticism I1 THR 366 Stage Direction I Theatre Arts Minor Transfers: Transfer students are required to take a minimum of three Augsburg upper division theatre arts courses. Please refer to departmental guidelines and procedures under Speech/Communication. Graduation with Distinction dates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. 11 required theatre (THR) courses (nonpracticum) : THR 116 Creative Drama THR 222' Introduction to Theatre THR 228 Introduction to Stagecraft This major, combined with secondary education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of theatre and dance in public schools and allows them to become certified to teach at the elementary through the secondary level. The major is limited to licensure for teachers of dance and theatre arts with a theatre specialization and does not include licensure with dance specialization. All theatre courses are taught in Day School only. Recommendation for teacher licensure is granted only to students who complete the requirements for this major with a minimum grade of 2.0 in major and practicum courses, and with a minimum cumulative GPA of 2.5 in the major. All theatre requirements must be completed prior to student teaching. For additional education requirements, see the secondary education section of this catalog and consult with the education department. Dance and Theatre Teacher Licensure Major Five courses: THR 222 Introduction to Theatre THR 325 Playwriting THR 361 Theatre History Criticism I THR 362 Theatre History Criticism I1 A directed studies course in dramaturgy or theatre criticism or theatre history Theatre History and Criticism Dramaturgy Minor One recommended, but not required, theatre course: THR'h4US 235 Skills of Music Theatre 'THR 222 is linked to an AUG SEM course, but may be taken separately 'THR 295 has the following two prerequisites: THR/HPE, 002, Introduction to Dance and THR/HPE 005, Modem Dance and Improvisation (non-credit Lifetime Sports classes) or an approved ACTC dance course or consent of instructor. For secondary education licensure coursework, see the secondary education section of thls catalog and consult with the education department. Also required: ESE 320 Special Methods in Teaching Theatre and Dance Five total practicum units: THP 111, 112, 113, 114 (light board operator); and one of the following: THP 115, 116, 117 (Assistant Director, Choreographer or Assistant Choreographer), or 120. THR232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 2952 Topics: Modem Dance, Improvisation and Choreography THR/ENG 325 Playwriting THR 328 Theatre Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism I1 THR 366 Stage Direction Theatre Arts 26 Creative Drama A study of theatrical movement, voice, mime, mask, acting with an emphasis on active participation and reflective writing. Teaching and instructional methods of creative drama are included in course content. lntroduction to Theatre An introduction to the art of acting. Focus on physical, mental and emotional preparation, and exploration of the creative approach to scene and character study in American drama. Students attend and review live productions. (Spring) Acting Introduction to the backstage world of the theatre; its organization, crafts, magic, and art. Technical production experience, practical projects and theatre tours. Open to all students. Lab required. (Fall) lntroduction to Stagecraft An introduction to dramatic art including major historical periods, plays, artists; dramatic structure; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall) An interdisciplinary approach to the topic using music and theatre techniques to develop the student's basic skills of Music-Theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization and public performance. Students will attend and review live productions. THRIMUS 235 Skills of Music Theatre THR 232 THR 222 This course demonstrates the basics of 16 rnm. filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. THRISPC 216 lntroduction to 16 mm Film THR 116 Dance and Improvisation Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (Prereq.: THR/HPE 002, 003, or instructor's permission. NOTE: Students are allowed to use only one of THR/HPE 002,003, 004, or 005 to fulfill the lifetime sports requirement.) THRIHPE 005 Lifetime Sports-Modern (.O course) to Dance (.O course) This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and stretches. Each class includes a rigorous, physical warm-up, mixing yoga, pilates, and modem dance. THRIHPE 002 Lifetime Sports-Introduction !70 Theatre Arts Introduction to Asian and Asian American Theatre A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asia and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. (Fall: alternate years) Introduction to scenery and lighting design for the stage. Each student will execute two design projects dealing with stage design process. Class will take theatre tours, have visiting designers, and practical involvement with the Augsburg spring production. (Lab required, materials needed. (Prereq.: THR 228 or permission of instructor. Spring) Theatrical Design Voice for Speech, Stage, and Screen Theatre History and Criticism II THR 362 An overview of theatre history, dramatic literature, and criticism from the Elizabethan through the contemporary theatres. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 361. (Spring: alternate years) Theatre History and Criticism I An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Medieval period. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 362. (Prereq.: ENG 111. Fall: alternate years) Basic principles of oral interpretation of prose, poetry, and drama. Study written analysis, discussion, practice, and performance of readings before small and large groups. (Prereq.: ENG 111. Spring) Interpretive Reading A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Alternate years) THR 361 THR 360 THR 350 An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. Students are strongly encouraged to take SPC 343 concurrently or prior to taking this course. Alternate years. Prereq: THR 232 THRISPC 333 Acting for Camera THR 328 An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis and techniques for the development of playscripts from idea to finished product. (Prereq.: ENG 111 and one literature course. ENG 226 also recommended. Alternate years) THRIENC 325 Playwriting THR 245 Theatre Arts 27 Stage Direction Basic directorial techniques: play analysis, production organization, technical collaboration, casting, rehearsals, blocking, and characterization. Direction of two pieces required, the latter for public recital. Permission from instructor required. (Prereq.: THR 361, or 362, or 328, or consent of instructor. Spring, alternate years) THR 366 Theatre Topics Selected topics in theatre. Directed Study See description on page 92. lnternship See description on page 91. THR 299 THR 399 THP courses involve practicum teaching and learning in the 'Ontext of play Productions and are required for the Theatre Arts Majorminor and the Dance-Theatre Licensure Major. All THP Theatre Practicum Courses are taken for non-credit with Pass/No Pass grading. Evaluation by the faculty mentor will be based on: 1. successful and timely completion of practicum area for which student is registered, 2. pos- THP courses require: ' Supervision by theatre faculty ' C ~ n ~ eof n tinstructor itive and professional attitude and work ethic demonstrated by the student and 3. demonstrated competency in practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of 2.0 in order to receive a P grade. Independent StudyIResearch See description on page 92. lnternship See description on page 91. THR 199 Internships and Independent Study Courses: THR 495 THRISPC 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema's larger societal value and impact. Prereq: ENG 241 and JWSR standing Advanced Acting This course explores the elements of characterization through character analysis and extensive scene, monologue study. Emphasis is on a variety of roles from the classics (Shakespeare, French neocl&sicism,~estorationcomedy, realism, and non-realism), culminating in public recital. (Prereq.: THR 222 and THR 232. Fall or spring) THR 365 !72 Theatre Arts Theatre Practicum: Acting/Performance 1 Practicum unit (.O course) Participation as performer (or as orchestra member) in a main stage theatrical production; in a main stage dance performance or recital (for DancdLicensure majors only); or substantial participation as an actor in a Senior Directing Project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at 2 Forensics tournaments (at least 20 hours coaching and competition). Theatre Practicum: House Management 1 Practicum unit (.O course) Substantial participation (20 hour minimum) in house management, ushering, or box office. Theatre Practicum: Set, Lights, Costumes 1 Practicum unit (.O course) Set or costume building, light hanging, for main stage production. Theatre Practicum: Running Crew 1 Practicum unit (.O course) Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Theatre Practicum: Assistant Stage Management 2 Practicum units (.O course) Assistant stage management for main stage production. Theatre Practicum: Stage Management 3 Practicum units (.O course) Stage management for main stage production. THP 112 THP 113 THP 114 THP 115 THP 116 tively because of the extraordinary amount of time required of the student. All other THP courses count as one practicum unit each. Transfer students are still responsible for the full unit requirements (10 major/5 minor.) Six practicum units (major) or three units (minor) must be completed while at Augsburg, and units to be credited from previous schools should have program verification or a letter from a previous theatre adviser. THP 111 Please note: THP courses may be repeated. Crew work required for classes/coursework does not count towards Practicum. Work-study hours do not count towards Practicum. Completion of THP 115 and 116 count as two and three practicum units respec- A minimum of 20 hours of assessed participation by the student Registration for THP course for semester when practicum is completed Registration for practicum before deadline dates set by the registrar's office Theatre Arts 27 - Theatre Practicum: Senior Directing Project 1 Practicum unit (.O course) Must be taken with THR 499. See Metro-Urban Studies listing under Interdisciplinary Studies. URBAN STUDIES THP 120 Theatre Practicum: Senior Design Project 1 Practicum unit (.O course) Must be taken with THR 499. A senior design project may be done in the area THP 119 of scenery or lights in collaboration with another student's Senior Directing Project if the student carries the design project out as a THR 499TTHP 119 combination. Theatre Practicum: Senior Acting Recital 1 Practicum unit (.O course) Must be taken with THR 499. Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main stage production). Theatre Practicum: Artistic Assistance 1 Practicum unit (-0 course) THP 118 THP 117 274 Theatre Arts Cass Dalglish (Coordinator),Kristin M. Anderson, Janelle Bussert, Candyce Clayton, Jacqueline devries, Grace B. Dyrud, Darcey Engen, Doug Green, Milda Hedblom, Sophia Jacobsen, Barbara Lehrnann, Lynne Lorenzen, Anita Luttennan-Aguilar, Kathleen McBride, Norma Noonan, Michael O'Neal, Timothy Pippert, Judy Shevelev, Beverly J. Stratton, Kathryn Swanson,Joan Thompson, James Vela-McConnell Women's Studies Faculty The Women's Studies Program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. he Women's Studies Program provides students with the oppo&nityto examine critically women's contributions and experiences in various historical and cultural contexts. his is an inter-college program with course offerings at Augsburg College, Hamline University, the College of St. Catherine, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women's experiences. T Five courses that must include WST 201; three electives, one of which must be upper division; and WST 495 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student's program must have the written approval of the women's studies program coordnator. Minor Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg's Center for Global Education. Two programs have been preapproved for women's study credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Gender and the Environment: Latin American Perspectives (offered spring semester). Ten courses that must include WST 201 Foundations in Women's Studies, WST 495 (Seminar), and WST 199 or WST 399 (internships). The remaining seven electives are to be selected from approved women's studies courses, and should include at least two courses in the social sciences, two in the humanities, and one in cross-cultural studies. At least three courses must be upper division courses. Students may take courses at any of the colleges participating in the Women's Studies Program. However, at least three courses must be completed at Augsburg. The writing component of the graduation skills requirements for the women's studies major must also be completed at Augsburg. Each student's program must have the written approval of the women's studies program coordinator. Major Foundations in Women's Studies WST 481 WST 366 WST 359 WST 341 INS 320 WST 313 Gender, Health, and Development WST 311 in Latin America Topics in Women's Studies (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) The Church and Social Change in Latin America (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) Women in Comparative Politics-Women (CGE Course. See International Studies, Social and Environmental Justice in Latin America.) Environmental Issues in Latin America: Environmental Politics (See American Indian Studies for course description.) American Indian Women (CGE Course. See International Studies, Social and Environmental Justice in Latin America.) Environmental Issues in Latin America: Environmental Theology and Ethics (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) Topics in Women's Studies U.S. culture including various disciplinary perspectives and theory. The course includes guest speakers, a service-learning component at local glbtlsupporting agencies, and some travel and experiences in the T e n Cities, including an immersion experience outside of class time. Required experiential education fee. Prerequisites: WST 201 or prior coursework in related fields (history, sociology, psychology) or consent of the instructor(s). A study of basic issues surrounding sexual orientation in the contemporary lssues in Cay and Lesbian Studies This course will examine a variety of issues concerning the lives of women in non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures. Women: A Cross-Cultural Perspective This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women's perspectives. Students will also study the diversity of women's experiences in terms of race, sexual orientation, and class. WST 281 WST 305 INS 233 WST 201 276 Women's Studies Women's Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and minors who do not elect to do an independent study (499). It is offered at a different college each year. lnternship See description on page 91. Independent Study/Research See description on page 92. WST 399 WST 499 Women and Art Women and Fiction Criticism Topics in Women's History History of Women t o 1870 History of Women Since 1870 Human Sexuality American Women and Politics Topics in American Politics Topics in Comparative Politics Psychology of Gender Family Systems Gender, Race, and Ethnicity Feminism and Christianity ART 352 ENC 236 or 436 ENC 480 HIS 311 HIS 380 HIS 381 HPE 316 POL 124 POL 421 POL 459 PSY 371 SOC 231 SOC 265 REL 441 See department listingsfor descriptions of thefollowing approved electives: Any must be approved in writing by the women's studies coordinator Directed Study See description on page 92. WST 299 Internships and Independent Study Courses: WST 199 lnternship See description on page 91. WST 495 women's Studies 277 1 Campus Maps - 301,302 Faculty Emeriti - 298 Faculty and Administration - 282 Officers - 282 Administration - 282 Faculty - 284 ELCA, Division for Education - 281 Board of Regents - 280 Treasurer Ron Nelson '68 Vice Chair James E. Haglund "Philip Sty'lmd '79 (2006) MVP-Channels, ADC Telecommunications, Minneapolis, MN Dean C. Kopperud (2004) Senior Vice President, National Sales: Director for Oppenheimer Funds, New York, NY "Jean M. Taylor '85 (2006) President, ~ a ~ l Corporation, or Eagan, MN Glen J. Skovholt (2006) President, Government and Community Strategies, St. Paul, MN *Dr. Ruth Johnson '74 (2006) Assistant Professor of Medicine, Mayo Clinic; Mayo Breast Clinic, Rochester, MN David J. Larson (2002) Retired Businessman, Golden Valley, MN *Glen E. Person '47 (2005) Retired Businessman, Eden Prairie, MN Ronald J. Peltier (2004) President and CEO, Edina Realty Home Services, Edina, MN *Ronald G. Nelson '68 (2002) Vice President and Controller, 3M Company, Minneapolis, MN *Julie R. Nelson '83 (2002) Executive Director, The Dwight D. Opperman Foundation, Minneapolis, MN Jennifer Martin (2007) Senior Vice President Corporate and Human Resources, Lutheran Brotherhood, Minneapolis, MN Rev. Jose Antonio Machado (2004) Pastor, El Milagro, Minneapolis, MN Gloria C. Lewis (2005) Director, Office of Minority and Multicultural Health, Minnesota Department of Health, St. Paul, MN Beverly Thompson Hatlen (2005) Founder and Board Chair, Minnesota Life College, Richfield, MN James E. Haglund PresidentIOwner, Central Container Corporation, Minneapolis, MN "Michael R. Good '71 (2007) Executive Vice President, NRT, Parsipanny, NJ , *H. Theodore Grindal'76 (2002) AttorneyFartner, Lockridge Grindal Nauen EL.L.P, Minneapolis, MN Michael 0.Freeman (2006) Attorney, Lindquist & Vennum, Minneapolis, MN *Tracy Lynn Elftmann '81 (2002) President, Customized Employer Solutions, LCC, Edina, MN *Rev. Gary E. Benson '70 (2002) Directing Pastor, Zumbro Lutheran Church, Rochester, MN The year in parentheses after each name is the expiration date of current term. An asterisk before a name indicates the person is an Augsburg graduate. Secretary Joan Volz '68 Chair Kathryn H. Tunheim *Joan L. Volz '68 (2006) Welch, MN Rev. Harold Usgaard ex oficio (2002) Bishop, Southeastern Minnesota Synod ELCA, Rochester, MN Executive Director Leonard G . Schulze Secretary, Board of Directors Dr. Dean Baldwin Chair, Board of Directors Raymond E. Bailey Asst. Director for Colleges and Universities Sue Edison-Swift Director for Colleges and Universities Dr. Arne Selbyg Director for Administration and Planning Vacant DIVISION FOR HIGHER EDUCATIONAND SCHOOLS THEEVANGELICALLUTHERAN CHURCH IN AMERICA (ELCA) Kathryn H. Tunheim (2004) President and General Manager, GCI Tunheim, Minneapolis, MN "Dr. P. Dawn Taylor '78 (2002) Des Moines, IA Board of Regents 28 Came Carroll (1997). Co-director, Weekend College Admissions. B.A., Hamline University. Peggy Cemto (1991). Director of Academic Enrichment. B.A., University of Minnesota; M.A., Hamline University. Emiliano C h a d (2000). Director, HispanicLatino Student Services. M.A., St. Paul Seminary School of Divinity-University of St. Thomas. Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College; M.A. University of Minnesota; Ph.D.; University of Washington. Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College. Robert Doljanac (1999). Director, Center for Learning and Adaptive Services. B.A., Indiana University; M.A., Western Michigan University; Ph.D., University of Michigan. Barbara A. Edwards (2000). Associate Dean for Faculty Affairs. Associate Professor of Business Administration. B.A., College of Saint Benedict, M.B.A., Ph.D., University of Minnesota. Marilyn E. Florian (1980). Women's Athletic Director. Assistant Professor of Health and Physical Education. B.A., Augsburg College; M.S., St. Cloud State University. Ann L. Garvey (1998). Associate Dean for Student Affairs. B.A., College of St. Catherine; M.A., Loyola University;J.D., University of Minnesota. Orval J. Gingerich (2001). Associate Dean for International Programs. B.A., University of Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia. Paul H. Grauer (1979). Men's Athletic Director. Instructor of Health and Physical Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Administration William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of Washington. Richard S. Adamson (1989). Vice President for Finance and Administration. B.A., University of St. Thomas; Certdied Public Accountant. Christopher W. Kirnball (1991). Vice President for Academic and Learning Services and Dean of the College. Associate Professor of History. B.A., McGill University; M.A., Ph.D., University of Chicago. Susan J. Klaseus (2001). Vice President for Institutional Advancement and Community Relations. B.A., Metropolitan State University; M.P.A., John F: Kennedy School of Government, Haward University; M.A., Hamline University. Thomas E Morgan (1983). Vice President for Enrollment and Market Development. Professor of Business Administration. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. Betty A.Wade (2000). Chief Operating Officer. Director of Human Resources. B.A., M.P.A., Hamline University. Officers of the College Beginning year of service of faculty is indicated with parenthesis. AND Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D., L.P., University of Minnesota. Herald A. Johnson (1968). Director, Financial Aid. B.A., Augsburg College. Daniel E Jorgensen (2000). B.A., M.S., South Dakota State University. Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of Southern California. Adrienne Kaufmann (2000). Program Director, Academic Program Development, Center for Global Education. B.S., Mundelein College; M.A., Antioch University; Ph.D., George Mason University. Benjamin G. Kent (1996). Director, Academic Advising. B.A., University of WisconsinMadison; M.S., University of Oregon. Ann M. Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens Point; M.S., Ohio University Liz Knight (1994). Co-director, Weekend College Admissions. B.A., Augsburg College. Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A., St. Pius X Seminary; M.A., Mt. St. Mary Seminary. Ann Lutterman-Aguilar (1993). Co-site director, Mexico, Center for Global Education. B.A., Earlham College; M.Div., Yale University. Janeen McAllister (2001). Program Director, International Travel Seminars, Center for Global Education. B.A., Macalester College, M.A., University of Minnesota. Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. Regina McGoff (1992). Director of Marketing and Administration, Center for Global Education. B.S., University of Minnesota; M.B.A., University of St. Thomas. Phoebe Milliken (2001). Acting site director, Namibia, Center for Global Education. B.A., Bates College; M.A., George Washington University. Barbara E Nagle (1998). Director, Marketing. B.S., Ohio University. Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A., University of Minnesota. Julie A. Olson (1991). Director, Enrollment Center. B.A., Augsburg College. Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of Minnesota; M.S., Mankato State University. Cindy G. Peterson (1981). Director, American Indian Student Services. B.A., University of Minnesota. John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English. B.S., St. John's University; M.A., University of New Orleans; Ph.D., University of Texas. Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas. Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A., University of California at Davis; M.A., Columbia University. Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University. Richard J. Thoni (1972). Assistant to the President. Director, Rochester Program. B.A., St. Olaf College; Ph.D., University of Minnesota. Augsburg College Administration 28 - Nancy J. Baker (2000). Consulting Medical Director, Assistant Professor, part-time, Physician Assistant Studies. B.A., St. Olaf College; M.D., University of MissouriColumbia. Karen G. Ballen (1998). Assistant Professor of Biology. B.A., Kalamazoo College; Ph.D., University of Minnesota. Matthew C. Barber (1992). Studio ArtistRercussion, part-time, Music. B.M., University of Michigan. Carol E. Barnett (2000). Studio Artist/Composition, part-time, Music. B.A., M.A., University of Minnesota. Joy E. Bartlett (2000). Assistant Professor of Education. B.A., West Virginia State College; M.A., University of Minnesota. B Phillip C. Adamo (2001). Assistant Professor of History. B.A., SUNY-Albany; M.A. and Ph.D., Ohio State University. Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., Yale University. Sandra J. Agustin (1997). Instructor, part-time, Speech, Communication and Theatre Arts. B.S., University of Wisconsin-Madison. Beth J. Alexander (2000). Assistant Professor, part-time, Physician Assistant Studies. B.S. and D.Pharm., University of Minnesota. Thomas M. Allen (2001). Instructor, part-time, Art. B.EA., Wayne State University; M.EA., University of Minnesota. Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball Coach. B.A., Augsburg College; M.S., North Dakota State University. Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestem Seminary. Sheldon M. Anderson (1988). Instructor, part-time, History. B.A., Augsburg College; M.A., College of St. Thomas; Ph.D., University of Minnesota. Trudi J. Anderson (1990). Studio ArtistFlute, part-time, Music. B.M., Augsburg College; M.M., Northwestern University. Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of Oregon; M.A., Ph.D., University of Wisconsin-Madison. David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota; M.Div., Luther-Northwestem Seminar; Ph.D., University of Minnesota. A Faculty Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The American University. Donald M. Warren (1978). Director, StepUP Program. B.A., M.A., University of Minnesota. David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College; M.Div., Luther Seminary. Joe Young (1998). Director, Pan-African Center. B.A., University of Minnesota. 284 Augsburg College Faculty William C. Capman (1994). Assistant Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign. Tami M. Carpenter (2001). Instructor, part-time, Mathematics. Two B.S. degrees, University of Minnesota. C Aroti G . Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota; M.A., University of Edinburgh. Anthony A. Bibus, 111 (1992). Associate Professor of Social Work. B.A., University of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. William I! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State University. Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W, University of Minnesota. Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Laura S. Boisen (1996). Assistant Professor of Social Work. B.A., Wartburg College; M.S., University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University of Minnesota. Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A., University of Northern Colorado; MIA., University of Minnesota. Julie H. Bolton (1975). Professor of Speech, Communication, and Theatre Arts. B.S., M.EA., University of Minnesota. Lois A. Bosch (1997). Assistant Professor of Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign. Christine A. Bosquez-Heman (1999). Assistant Professor of Physician Assistant Studies. A.N., College of St. Catherine; B.H.S., Wichita State University; M.P.A.S., University of Nebraska. Nora M. Braun (1997). Assistant Professor of Business Administration. B.S.B.A., University of Missouri-Columbia; M.B.A., University of Minnesota. Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed., Boston College. Eileen M. Bruns (2000). Instructor, part-time, Modem Languages. B.S., M.S., Florida State University. Eric L. Buffalohead (1997). Assistant Professor of Sociology, Director of American Indian Studies. B.A., M.A., A.B.D., University of Minnesota. Michael R. Burden (1990). Associate Professor of Speech, Communication and Theatre Arts (Designer and Technical Director). B.A., Augsburg College; M.EA., University of Minnesota. Janelle M. Bussert (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale University. Ralph J. Butkowski (2001). Instructor, part-time, Biology. B.S., St. Cloud State University; M.S., PbD., University of Minnesota. Marcia M. Byrd (2000). Instructor, part-time, Nursing. A.A., Mount St. Mary's College; B.S., M.S., University of Minnesota. Augsburg College Faculty 28 - Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine; MIA., Vermont College; Ph.D., The Union Institute. Robert J. Danforth (2001). Instructor, part-time, Sociology, American Indian Studies. B.A., M.S., M.A., Ph.D., University of Wisconsin-Madison. Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of Newfoundland; M.M., D.M.A., Eastman School of Music. Donna K. DeGracia (1998). Instructor, part-time, Physician Assistant Studies. B.A., Ohio State University; PA., Bowman Gray School of Medicine. Jacqueline R. deVries (1994). Associate Professor of History. Director of A.C.T.C. Women's Studies. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana. Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A., Saint Mary's University. Jay D. Dobberstein (2000). Assistant Professor of Business Administration. B.A., University of St. Thomas; M.B.A., University of Minnesota. Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College; M.A. coursework completed, University of Minnesota. D John C. Cemto (1983). Assistant Professor of Business Administration. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Margaret M. Cemto (1991). Instructor, part-time, Business Administration. Director of Academic Enrichment. B.A., University of Minnesota; M.A., Hamline University. Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College; M.S.W., University of Minnesota. Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A., Hamline University. Nina N. Chenault (2000). Instructor, part-time, Health and Physical Education. B.A., University of Minnesota. Lars D. Christiansen (2001). Assistant Professor of Sociology. B.A., Clark University; M.S., Ph.D., Florida State University. Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of Wisconsin-Stout; M.EA., Minneapolis College of Art and Design. C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas. Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College. M.A., Ph.D., University of Minnesota. Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University; M.S.W., University of Minnesota. Nicholas A. Coult (2000). Assistant Professor of Mathematics. B.A., Carleton College; M.S., Ph.D., University of Colorado. Robert J. Cowgill (1991). Instructor, part-time, English. B.A., M.A., Ph.D., University of Minnesota. Lany J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota. 286 Augsburg College Faculty Suzanne I. Doree (1989). Assistant Professor of Mathematics. B.A., University of Delaware; M.A., Ph.D., University of Wisconsin-Madison. Sally Gibson Dorer (1998). Studio ArtistJCello, part-time, Music. B.M., New England Conservatory of Music. Linda A. Dorschner (2000). Instructor, part-time, Health and Physical Education. B.S., Mankato State College; M.A., Mankato State University. Steven A. Draheim (2001). Assistant Professor of Speech, Communication, and Theatre Arts. B.EA., University of Minnesota-Duluth; M.EA., University of Minnesota. Susan Sacquitne Dmck (1993). Studio Artisnoice, part-time, Music. B.A., Iowa State University; M.A., University of Iowa. Rebekah N. Dupont (1995). Assistant Professor of Mathematics. B.A., University of Wisconsin; M.S., Ph.D., Washington State University Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. Barbara A. Edwards (2000). Associate Dean for Faculty Affairs. Associate Professor of Business Administration. B.A., College of St. Benedict; M.B.A., Ph.D., University of Minnesota. Catherine A. Egenberger (2000). Instructor, part-time, Art. B.S., St. Cloud State University; M.A., University of Massachusetts-Amherst. David L. 0.Ehren (2001). Instructor, part-time, Mathematics. B.A., Macalester College; M.S., University of Wisconsin-Milwaukee. Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A., Ph.D., University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Darcey Engen (1997). Assistant Professor of Speech, Communication and Theatre Arts. B.A., Augsburg College; MIA., University of Wisconsin-Madison. Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University of Minnesota. Joseph A. Erickson (1990). Associate Professor of Education. B.A., M.A., College of St. Thomas; M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota. Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Lynn M. Erickson (1991). Studio Artist~Tmmpet,part-time, Music. B.A., Bethel College; M.EA., D.M.A., University of Minnesota. Marilyn L. Erickson (1999). Instructor, part-time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University. Mindy S. Eschedor (1999). Studio ArtistlFiano, part-time, Music. B.EA., B.A., Central Michigan University; M.M., University of Minnesota. Mary L. Ewert-Knodell (1998). Instructor, part-time, Health and Physical Education. B.A., M.A., Mankato State University. E - Augsburg College Faculty 287 - Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D., University of Minnesota. Meny Beth Gay (1998). Assistant Professor of Nursing. A.L.A., Bethel College; A.N., Anoka Ramsey Community College; B.S., Metropolitan State University; M.S., University of Colorado. Annette M. Gerten (1997). Instructor, part-time, Social Work. B.A., College of St. Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota. Jennifer L. Gerth (1994). Studio ArtistlClarinet, part-time, Music. B.A., St. Olaf College; M.M., Northwestern University. Sandra E Gilbert (1997). Instructor, part-time, Business Administration. B.A., St. Olaf College;J.D., William Mitchell College of Law. Keith E Gilsdorf (2001). Assistant Professor of Economics. B.S., Moorhead State University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln. Nancy Schmidt Going (2001). Assistant Professor.of Religion. B.A., Valparaiso University; M.A., Covenant Seminary. Janet L. Goldstein (1997). Instructor, part-time, Social Work. B.S.W., Hebrew University, Jerusalem; M.S.W., Yeshiva University. C Cherie L. Farseth (2001). Instructor, part-time, Education. B.A., St. Olaf College; M.A., College of St. Thomas. Ronald L. Fedie (1996). Assistant Professor of Chemistry. B.A., University of St. Thomas; Ph.D., University of Minnesota. Anita L. Fisher (1991). Instructor of Modem Languages. B.A., M.A., University of Montana. Phillip E Fishman (1988). Instructor, part-time, Political Science. B.S., University of Wisconsin-Madison;J.D., Washington University; M.S.W., St. Louis University. Richard M. Flint (1999). Instructor, part-time, Mathematics. B.A., St. Olaf College; M.S., Iowa State University. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University. Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Morningside College; M.Th., Perkins School of Theology; Ph.D., Princeton Theological Seminary. Stacey R. Freiheit (2000). Instructor, part-time, Psychology. B.A., University of Central Florida; M.A., Ph.D., Case Western Reserve University. Janet Gottschall Fried (1998). Studio ArtistNoice, part-time, Music. B.M., Aquinas College. Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. Leola E. Dyrud Furman (2001). Instructor, part-time, Social Work. B.A., Augsburg College; M.S.W., University of Chicago; Ph.D., The Fielding Institute. 288 Augsburg College Faculty Matthew J. Haines (2001). Assistant Professor of Mathematics. B.A., St. John's University; M.S., Ph.D., Lehigh University. Lori Brandt Hale (1998). Assistant Professor of Religioin. B.A., University of Iowa; M.A., University of Chicago. Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMoms; M.S., Ph.D., Iowa State University. Daniel S. Hanson (1988). Assistant Professor of Speech, Communication and Theatre Arts. B.A., Augsburg College; M.A., University of Minnesota. John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh; Ph.D., University of Toledo. Philip L. Harder (2000). Instructor, part-time, Speech, Communication and Theatre Arts. B.A., University of Wisconsin-Eau Claire. H Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University; M.A., University of St. Thomas. Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of Minnesota. Douglas E. Green (1988). Professor of English. B.A., Amherst University; M.A., Ph.D., Brown University. William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Bradley L. Greenwald (1998). Studio ArtistNoice, part-time, Music. Music studies at The University of Minnesota. John C . Gregg (2001). Assistant Professor of History. B.A., Stanford University; M.A., Ph.D., University of Iowa. Jeanine A. Gregoire (1996). Assistant Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Modem Languages. B.S., M.Ed., University of Minnesota. Joan L. Griffin (1986). Professor of English. A.B., Washington University; M.A., Ph.D., Harvard University. Robert C . Groven (1997). Assistant Professor of Speech, Communication and Theatre Arts. B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota. Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; M.EA., University of Minnesota. Satya I?Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. Augsburg College Faculty 289 - L John U. Harkness (2001). Instructor, part-time, English. B.A., University of Minnesota; Ph.D., Harvard University. Lee Ann Hartmann (2001). Instructor, part-time, Computer Science. B.A., Augsburg College. Kathryn M. Hathaway (1997). Instructor, part-time, Psychology. B.A., Macalester College; M.A., Ph.D., Northern Illinois University Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University. Robert G . Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S., M.Ed., University of Minnesota. Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota. Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University; D.M.A., Manhattan School of Music. Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Angela K. Hochhalter (2001). Instructor, part-time, Psychology. B.A., University of Minneso ta-Winona. Stella K. Hofrenning (2000). Assistant Professor of Economics. B.S., University of Maryland; Ph.D., University of Illinois. Norman D. Holen (1964). Professor of Art. B.A., Concordia College-Moorhead; M.EA., University of Iowa. David R. Holmes, 111 (2001). Instructor, part-time, Computer Science. B.A., Carleton College. Bradley P Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University. Linda M. Holt (2000). Instructor, part-time, Nursing. B.S.N., University of Minnesota; M.N., University of Washington-Seattle. James M. Honsvall (1997). Instructor, part-time, Business Administration. B.S., Bemidji State University; M.B.T., University of Minnesota. Marilyn B. N. Horowitz (1988). Instructor, part-time, Business Administration. B.A., M.B.E., University of Minnesota. Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M., Indiana University. Sumin Hsieh (1999). Assistant Professor of Social Work. B.A., M.A., Tunghai University, Taiwan; Ph.D., University of Minnesota. Lee (Charles L.) Hurnphries (2001). Instructor, part-time, Business Administration. B.M., M.M., C.Ph., Indiana University Mary A. Hunt (2000). Studio Artistmian0 Accompaniment, part-time, Music. B.A., Fort Wright College of the Holy Names; M.M., Boston University; D.M.A., University of Wisconsin-Madison. 290 Augsburg College Faculty Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan. Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State University. Jane A. Kammerman (1986). Instructor, part-time, Business Administration. B.A., University of California;J.D., University of Minnesota. Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota. Ashok K. Kapoor (1998). Assistant Professor of Business Administration. B.A., M.A., University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple University. Robert A. Karlen (1973). Professor of Music. B.M., New England Conservatory; M.A., University of Minnesota. W. James Kattke (1999). Assistant Professor of Business Administration. B.A., Augustana College; M.B.A., University of South Dakota; M.S., Rensselaer Polytechnic Institute. Deborah D. Katz (2001). Instructor, part-time, Education. A.B., Stanford University; Ed.M., Haward Graduate School of Education; Ed.D., National-Louis University K Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A., Ph.D., University of Southern California. Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North Dakota; M.A.Ed., Hamline University. Rolf A. Jacobson (2000). Assistant Professor of Religion. B.A., University of St. Thomas; M.Div., Luther Seminary; Ph.D., Princeton Theological Seminary. Sophia J. Jacobson (1999). Instructor of Sociology (American Indian Studies). B.A., Metropolitan State University; M.A., University of St. Thomas. William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin. Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of Minnesota. Kathleen A. Johnson (1999). Instructor, part-time, Education. B.S.. University of Wisconsin-Eau Claire; M.S., Mankato State University. Martha B. Johnson (1988). Associate Professor of Speech, Communication, and Theatre Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison. Daniel E Jorgensen (2001). Instructor, part-time, English. B.A., M.S., South Dakota State University. J Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa; M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota. Mark D. Isaacson (1998). Instructor, part-time, Business Administration. B.A., St. Olaf College; M.S., Rensselaer Polytechnic Institute. I - Augsburg College Faculty 291 - Stephanie L. A. Lach (2001). Instructor, part-time, Nursing. A.A., Rochester Community College; B.S., Augsburg College; M.B.A., M.S.N., University of Texas-Austin. Bonita S. LaDuca (1989). Instructor, part-time, Education. B.A., Mercyhurst College; M.S., Ohio University. Steven J. LaFave (1991). Associate Professor of Business Administration. B.A. Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. David V. Lapakko (1986). Associate Professor of Speech, Communication, and Theatre Arts. B.A., Macalester College; M.A., PbD., University of Minnesota. Velma J. Lashbrook (2000). Instructor, part-time, Master of Arts in Leadership. B.S., Iowa State University; M.S., Illinois State University; Ed.D., West Virginia University. Barbara A. Lehmann (2001). Assistant Professor of Social Work. B.A., Knox College; M.S.W., Tulane University; Ph.D., Case Western Reserve University. Caroline M. Lemen (1991). Studio ArtistFrench Horn, part-time, Music. B.A., Potsdam College of Arts and Science, SUW, M.M., Northwestern University. Cheryl J. Leuning (1996). Instructor, part-time, Nursing. B.A., Augustana College; M.S., University of Minnesota; Ph.D., University of Utah. Susan Rector Li (2001). Instructor, part-time, Business Administration. B.S.N., Duke University; J.D., University of North Carolina. Dallas H. Liddle (1999). Assistant Professor of English. B.A., Grinnell College; Ph.D., University of Iowa. Lynn E. Lindow (1985). Instructor, part-time, Education. B.S., Mankato State University; M.S., North Dakota State University; Ph.D., University of Minnesota. Rosemary J. Link (1986). Professor of Social Work. B.A., University of Southampton; C.Q.S.W., London University; Ph.D., University of Minnesota. Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota. Lori L. Lohman (1990). Associate Professor of Business Administration. B.A., M.B.A., Ph.D., University of Minnesota. L Anne M. Kaufman (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Hazel K. (Kathy) Kienzle (1999). Studio ArtistHarp, part-time, Music. B.M., The Juilliard School; M.M., University of Arizona. Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College; M.A., Middlebury College. Merilee I. H e m p (1980). Assistant Professor of Music. B.A., Augsburg College; M.A., University of Minnesota. Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. 292 Augsburg College Faculty Sara G. MacDonald (2001). Instructor, part-time, Music. B.A., Augsburg College. Sharon B. Mahowald (2001). Instructor, part-time, Psychology. B.S., University of Wisconsin-River Falls; M.S., Emporia State University; Ph.D., Forest Institute of Professional Psychology. David C. Matz (2001). Assistant Professor of Psychology B.A., Bemidji State University; M.S., North Dakota State University; Ph.D., Texas A & M University. Paul K. McAlister (2001). Instructor, part-time, Philosophy. B.A., Minnesota Bible College; M.Div., Lincoln Christian Seminary; Ph.D., Bethel Theological Seminary. John C. McCaffrey (2000). Assistant Professor of Art. B.EA., University of WisconsinMadison; M.EA., University of Miami-Coral Gables. Esther G. McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of California-Berkeley. Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University; A.M.L.S., University of Michigan; M.A., Michigan State University. Jane C. Melton (1999). Instructor, part-time, Modern Languages. B.A., Lindenwood College; M.A., Tulane University. Laurie H. Merz (2001). Studio ArtistBassoon, part-time, Music. B.M., Eastman School of Music; M.M., University of Minnesota. Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of Tunis; M.A., Ph.D., University of Minnesota. Diane M. Mikkelson (1997). Instructor, part-time, Modern Languages. B.A., California State University; M.A., California State University-Northridge. Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social Academy, Groningen, Netherlands; M.S.W., University of Minnesota. Kinney G. Misterek (1989). Instructor, part-time, Business Administration. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota. John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee. M J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., The Claremont Graduate School. Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A., University of Colorado, Denver; M.S., PA. Certification, University of Colorado Health Science Center; Ph.D., Capella University. Steven F! Lund (1982). Studio Artisflrombone, part-time, Music. B.S., University of Minnesota. Kyle M. Lundby (2000). Instructor, part-time, Education. B.A., University of Minnesota; M.S., San Diego State University; Ph.D., University of Tennessee. Dee A. Lundell (2001). Instructor, part-time, Education. B.A., St. Olaf College; M.A., Ph.D., University of Wisconsin-Madison. Augsburg College Faculty 29 - - Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow. Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., M.A., Ph.D., University of Minnesota. Curtis Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St. Thomas. Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M., University of Cincinnati. P Celeste M. O'Brien (1975). Studio Artisfliano, part-time, Music. B.A., Hamline University Susan E. O'Connor (1994). Associate Professor of Education. B.S., University of Minnesota; M.S., Ph.D., Syracuse University. Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of Missouri; M.A., Ph.D., University of Minnesota. Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S. University of Wisconsin; Ph.D., University of Minnesota. Vicki B. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A. Augsburg College. Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of Wisconsin - Eau Claire; M.M., Eastman School of Music. 0 Susan K. Nash (1998). Assistant Professor of Nursing. B.S.N., M.S.N., Ed.D., University of Minnesota. Julie D. Naylor (2001). Instructor, part-time, Business Administration. Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A., University of Minnesota. Norma C. Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. N James B. Moen (1998). Assistant Professor of Computer Science. B.S., Ph.D., University of Minnesota. William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div., Calvin Seminary; Ph.D., University of Colorado. William D. Morris (1987). Assistant Professor, part-time, Political Science. B.A., Oakland University; Ph.D., Carnegie-Mellon University. 294 Augsburg College Faculty - Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. 0.Nicholas Raths (1987). Studio ArtisdGuitar, part-time, Music. B.M., M.M., D.M.A., University of Minnesota. Deborah L. Redmond (1981). Assistant Professor of Speech, Communication, and Theatre Arts. B.A., M.A., University of Minnesota. Bruce R. Reichenbach (1968). Professor of Philosophy B.A., Wheaton College; M.A., Ph.D., Northwestern University. Kathy J. Reinhardt (1997). Instructor of Modern Languages. M.A., Middlebury College. Karen Robards (2002). Assistant Professor of Social Work. B.A., Beloit College; M.S.W., Ph.D., Washington University. Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College; M.A., University of St. Thomas. M. Bridget Robinson-Riegler (1994). Associate Professor of Psychology B.S., Indiana University; M.S., Ph.D., Purdue University. Nancy A. Rodenborg (2000). Assistant Professor of Social Work. B.S., Indiana University; M.S.W, University of Minnesota; Ph.D., Arizona State University. Glenda Dewberry Rooney (1992). Associate Professor of Social Work. B.S., University of North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota. David A. Ross (2001). Instructor, part-time, English. B.A., Yale University; A.B.D., Oxford University, St. Anne's College. R Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College; M.Div., Luther Theological Seminary. Q Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A., United Theological Seminary. Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. B.A., National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A. Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University; M.S.W, Barry University. Diane L. Pike (1981). Professor of Sociology A.B., Connecticut College; Ph.D., Yale University. Timothy D. Pippert (1999). Assistant Professor of Sociology B.A., M.A., Ph.D., University of Nebraska-Lincoln. Augsburg College Faculty 29 Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English. B.S., St. John's University; M.A., University of New Orleans; Ph.D., The University of Texas. Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W.,University of Minnesota; Ph.D., University of Washington. Sandra Nei Schulte (1987). Designer-in-Residence, part-time, Speech, Communication, and Theatre Arts. B.A., M.A., M I A , University of Minnesota. David G. Schwain (1995). Assistant Professor of Business Administration. B.B.A., University of Cincinnati; M.B.A., Harvard University. Kathryn A. Schwalbe (1991). Associate Professor of Business Administration. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of Minnesota. Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of Modern Languages. B.A., Texas Christian University; Ph.D., University of Texas. Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's College; Ph.D., University of Minnesota. Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan State University; M.S., Ph.D., University of Minnesota. Trygve R. Skaar (2000). Studio Artist/, part-time, Music. Katharine E. Skibbe (2001). Instructor, part-time, Education. B.A., Augsburg College; M.A., Saint Mary's College. Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College; M.S.W., University of Minnesota. Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A., Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of Minnesota. John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of Minnesota. Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. John P: Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A., University of Illinois. Donald B. Steinmetz (1968). Professor of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Linda Lee Stevens (1999). Assistant Professor of Education. B.A., University of Northern Colorado; MS., Mankato State University. Stuart M. Stoller (1986). Associate Professor of Business Administration. B.S., M.S., Long Island University. Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University; M.A., D.Th., Luther Seminary. S 296 Augsburg College Faculty - - - Anthony R. Wagner (1993). Instructor, part-time, Social Work. B.A., M.S.W., University of Minnesota. David B. Washington (1997). Instructor, part-time, Business Administration. B.A., B.L., J.D., University of Pittsburgh. Pamela J. Weiss (1983). Associate Professor of Nursing. B.S.N., University of Nebraska; M.F!H., Ph.D., University of Minnesota. Patricia E Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel Hill. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement Licensing. B.S., St. Cloud State University; M.S., Syracuse University Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of Minnesota. W Joseph Underhill-Cady (1998). Assistant Professor of Political Science. B.A., University of California-Berkeley; M.A., San Francisco State University; Ph.D., University of Michigan. Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A., Gustavus Adolphus College; M.S., Mankato State University James A. Vela-McConnell (1997). Assistant Professor of Sociology B.A., Loyola University; Ph.D., Boston College. David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D., Iowa State University Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of California-Irvine; M.A., Ph.D., University of Minnesota. U-v Joan E. Thompson (1997). Assistant Professor of English. B.A., Fort Lewis College; M.A., Ph.D., University of Minnesota. Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota; M.M., The Juilliard School. Mark D. Tranvik (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale University; Th.D., Luther Seminary. Cynthia K. Troy (1991). Instructor, part-time, Psychology B.A., University of California, Santa Cruz; Ph.D., University of Minnesota. T Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A., University of Minnesota. Karen T. Sutherland (1999). Associate Professor of Computer Science. A.B., Augustana College; two M.S. degrees; Ph.D., University of Minnesota. Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Maryann Syers-McNairy (1998). Assistant Professor of Social Work. B.A., Arizona State University; M.S.W., Ph.D., University of Minnesota. Augsburg College Faculty 29 - - ' Ruth L. Aaskov. Professor Emerita of Modern Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Earl R. Alton. Professor Emeritus of ChemistryDean Emeritus. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A., Northwestern University. Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A., Northwestern University. Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota. Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological Seminary; L.L.D., Concordia College, Moorhead. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts. B.S., M.A., Ph.D., University of Minnesota. John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe College. John W. Yaeger (2001). Instructor, part-time, Social Work. B.A., University of Wisconsin; M.S.W., Loyola University. Larry J. Zimmerman (2000). Studio Artist, part-time, Music. B.A., St. Olaf College; M.M., Boston University. Steven M. Zitnick (2000). Instructor, part-time, Business Administration. B.A., Shimer College; M.S., University of Utah. X-Y-z Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University; MS., Winona State University; Ph.D., University of Minnesota. J. Ambrose Wolf (1999). Assistant Professor of Physics. B.S., MS., University of Muenster; Ph.D., University of Cologne and KFA-Julich, Germany. Angela J. Wyatt (1981). Studio ArtistISaxophone and Clarinet, part-time, Music. B.A., St. Olaf College; M.M., Northwestern University. Robert D. Wykstra (1989). Instructor, part-time, Business Administration. B.A., Calvin coliege; M.B.A., Western ~ i c h i ~ University. an 298 Augsburg College Faculty Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Norman B. Ferguson. Professor Emeritus of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of Minnesota. Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., MS., Polytechnic Institute of Brooklyn; Ph.D., New York University. Katherine Hennig. Artist-in-Residence Emerita of Music. M.A., University of Minnesota. Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University of Minnesota. Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Marie 0 . McNeff. Professor Emerita of EducationIDean Emerita. B.S., M.Ed., Ed.D., University of Nebraska. Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A., University of Minnesota. Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Gordon L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C. Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota. Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of Minnesota. Patricia A. Parker. Associate Academic Dean ~fnerita.B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. ~ a c d t yEmeriti 29 - Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University. Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary. Gunta Rozentals. Professor Emerita of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Edward M. Sabella. Professor Emeritus of Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota. Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A., University of Minnesota. Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus., Lakeland College. Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Marjorie H. Sibley. Professor Emerita, Library. B.A., M.A., University of Illinois; M.A., University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany. Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W., Columbia University. Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College, Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M I A . , University of Iowa. Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota; Ph.D., Cornell University. Mary Louise Williams. Professor Emerita of Social Work. B.EA., M.S.W., University of Pennsylvania. 7 300 Faculty Emeriti COLLEGE M A P INFORMATION 1. Admissions Weekday Program 2. Admissions Annex and Wcckcnd Admissions 3. Air Structure Entrance (November through March) 4. Edor-Nelson Athletic Field and Seasonal Air Struchlic 5 . Christensen Center 6. East Hall 7. Faculty Guest House 8. Foss, Lobeck, Miles, Center forWorship, Drama and Communication 9. Sverdrup Ilnll 10. Husby-Strom~nenTennis Courts 11. Icc Arena 12. Dcvclopment, PR/Comrnunications, and Alumni/Parent Relations 13. Lindell Library 14. Maintennnce and Grounds Shop 15. Mortenscn Hall 16. Murphy Place 17. Murphy Park 18. Music Hall 19. Ncw Rcsidence Hall 20. Old Main D. Faculty/Staff/Commutcr/Residcnt Parking E. Resident Parking F. Resident Parking G. Admissions/Faculty/S taff Parking H . Faculty/Staff Parking I. Visitor Parking J. FacultylStaff Parking K. FacultylStaff Parking L. Visitor Parking M . Faculty/Staff/Commuter Parking N. Faculty/Staff/Commuter Parking 0. Fairview-University Parking Ramp PARKING INFORMATION A. Visitor Parking B. Resident Parking C . Commutcr Parking 21. Anderson Hall 22. Quad 23. Scicncc Hall 24. Security Dispatch Center 25. Shipping and Receiving 26. Melby Hall 27. Sverdrup-Oftedal Memorial Hall 28. Urness Hall Street parking on campus is posted for one-, two-, or four-hour limits. For certain major events on campus during evenings and weekends, parking is also available in the commuter and visitor lots. I-35W from the NorthTake Washington Avenue exit and turn left on Washington (curves right to become Cedar Avenue), turn left at Riverside Avenue, right at 21st Avenue South. I-35W from the SouthFollow the 1-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 21st Avenue South. 1-94 West from St. PaulTake Riverside exit, turn right at Riverside Avenue, turn left at 21st Avenue South. 1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 2lst Avenue South. PUBLIC PARKING DIRECTIONS TO CAMPUS 4 MINNEAPOLIS d Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, natlonal or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, qr disability in its education ~olicies,admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg Collegt is committed to providing reasonable accommodations t c its employees and Its students. A About Augsburg 10, 18 Academic and Achievement Scholarships 31-32 Academic Advising 56 Academic Calendar 4-7, 54 Academic Divisions 56 Academic Information 53 Academic Internships 66 Academic Policies and Procedures 69 Academic Progress, Probation and Dismissal 85 Academic and Learning Services 44 Academic Skills Center 44 Access Center 45 Accessibility 18 Accounting 104, 110-1 12 Accreditation and Memberships 11, 17, 18 Activities 43 Admissions 14, 20-24 Administrative Officers of the College 282 Advanced Placement Program Test (AP) 83 Advanced Transfer Students 74 African American Student Services (see Pan-Afrikan Student Services) 47 Air Structure 44 Alumni Center 15 American Indian Studies 166-167 American Indian Student Services 47 American Sign Language 191 AmeriCorp Scholarship 32 Anderson Hall 14, 50 Application Procedures 20, 31 Applied Economics 131 Architecture Minor 94 Art 93-97 Art History 93, 96-97 Asian American Student Services (see Pan Asian Student Services) 47 Asian Studies (see East Asian Studies) 128-129 Assessment of Previous Learning (APL) Program 83-84 Associated Colleges of the Twin Cities (ACTC) 59, 62 Associated Support Organizations 16 Athletic Affiliation 18 Athletic Training Internship 155 Athletics 43 Audit Fee 26 Auditing Courses 82 Augsburg Echo 43 Augsburg Experiences 73 Augsburg Seminar 73, 98 Augsburgian, The 43 Calendar 4-7, 54 Campus Location 14, 18, 301-302 Campus Map 301-302 Campus Ministry 42 Campus Tours 20 Canadian Program 69 Career Services 67 Carlson (JeroyC. Carlson) Alumni Center 1 Center for Global Education 15, 63, 176-18 Center for Global Education Courses 63-65, 177-181 Center for Learning and Adaptive Student Services (CLASS) 44 Center for Service, Work, and Learning 66 Change of Program 71 Chemistry 118-123 Chinese 191 Chapel 15,42 Choir 43, 203, 21 1 Christensen Center 14 Class Schedule 90 Classification (Class Year) 82, 85 Coaching Endorsement 155 College Costs 2002-03 26 College Level Examination Program (CLEP) 83 College of the Third Age 16, 69 Commencement 86 Commons 51 Communication 260-266 Communication ArtsILiterature Teacher Licensure 147 Community Service-Learning 66 Community Studies Concentration (Sociology) 255 Computational Economics 124 Computational Philosophy 125, 218 Computer Science 123-127 Concert Band 43, 203, 21 1 Continuing Education Program 69 Cooperative Education 67 Costs 26-27 Counseling 48 Counseling and Health Promotion 48 Course Descriptions 90-277 Credits 90 C Biology 99-103 Board of Regents 280-281 Books and Supplies 27 Business Administration 104-109 Business Administration and Economics Major 106, 131 B Early Admission of Freshmen 21 East Asian Studies 128-129 East European Studies 247-248 East Hall 14 Echo 43 Economics 130-134 Economics/Business Admin. Major 106, 131 Economics/Political Science Teaching Major 229 Edor Nelson Field 14 Education 135-144 Education for Service 11 Education (Master of Arts) 68 Elementary Education 136-137, 139-140 Emotional/Behavioral Disabilities 142-143 Employment 35 Engineering 144-145 English 146-152 English as a Second Language (ESL) Program 84-85 English Placement Test 148 Enrollment 18 Enrollment Center 8, 70 Enrollment Deposit 27 Ensembles 203, 21 1 Entry-level Skills 74 Ethnic Studies 168 Evaluation and Grading 79, 82 Evangelical Lutheran Church in America (ELCA) 18, 281 E Dance and Theatre Teacher Licensure Major 269 Dean's List 85 Degrees Offered 18, 54 Departmental Comprehensive Exams 83 Departments and Programs 90-277 Deposits 27 Development 8 Directed Study 92 Directory 8 Directory Information 87-88 Dismissal 85 Discrimination Complaints 52 Divisions and Departments 56 Dormitories 14, 50-51 Dual Degree Programs 59, 68, 144-145 D Crime and Community Concentration (Sociology) 255 Crossover Registration 71 Cultural Anthropology Concentration (Sociology) 256 Gage Family Endowment (CLASS) 45 General Education Curriculum 72-78 General Education Requirements 72-78, 80-81 General Studies 153 German 190, 193-194 Gift Assistance 33 Global Education Center 15, 63, 176-181 Global Education Program Courses 63-65, 177-181 Grade Point Average 73, 82 Grading 79, 82 Graduate Programs 67 Graduation (Applying for) 72 Graduation Level Skills 75-76 Graduation Requirements 72-78, 80-81 Graduation With Distinction 86 Grants 33 Gymnasium (Melby Hall) 15 C Facilities and Housing 14, 50-51 Facts and Figures 18 Faculty 18, 55, 284-298 Faculty Emeriti 298-300 FAFSA (Free Application for Federal Student Aid 31 Family Educational Rights and Privacy Act (FERPA) 51-52, 87-88 Federal Work Study Program 35 Fees 26-27 Film Minor 263, 268 Finance Specialization (Business Administration) 106 Financial Aid 18, 30-40 Financial Policies 28-30 Fine Arts 43 Fitness Center 49 Food Service 51 Foreign Languages (See Modern Languages) Forensics 261 Former Students 23, 72 Foss, Lobeck, Miles Center for Worship, Drama, and Communication 15 Four-Year Assurance Program 86 French 190-192 Freshmen 20, 21 F Experiential Education Programs 66-67 Explanation of Grades 79 Exploring Our Gifts 42 Index 30 Language Courses 190-197 Leadership (Master of Arts) 67-68 Leadership Studies Minor 168-169 Leadership, Service, and Performance Scholarships 32-33 L Karen M. Housh Tutor Center 44 K Japanese 190, 194 JeroyC. Carlson Alumni Center 15 john Evans Learning Laboratory 44 J Ice Arena 15 Incomplete Grade 79, 82 Independent Studies 91, 92 lnformation Technology Resources 55 Inter-Institutional Programs 62 Inter-Race 16 Intercollegiate Athletics 43 Interdisciplinary Studies 165-173 lnternational Baccalaureate Program (IB) 83 lnternational Business Minor 107 lnternational Business Specialization (Business Administration) 106 lnternational Partners 176 lnternational Relations 174-175 lnternational Relations (International Business) 174 lnternational Student Advising 49 lnternational Student Services 24, 49 lnternational Students 24, 49 lnternational Studies 175-183 Internships 66-67, 91 Intertribal Student Union 47 Intramural Athletics 43 I Health and Physical Education 154-158 Health Clinic Services 49 Health Education 154-156 Health Insurance 49 Health Promotion 48 HECUA Courses 65, 181-183 Higher Education Consortium for Urban Affairs (HECUA) 62, 65, 176, 181-183 HispanicILatino Student Services Program 48 History 159-164 History of Augsburg College 10 Honors Program 61-62, 164-165 Housing 14-16, 26, 50-51 Hoyt Messerer Fitness Center 49 H 306 Index - Majors and Minors 56-59, 89-277 Management lnformation Systems 113-11 Management Specialization (Business Administration) 106 Maps 301, 302 Marketing 116-117 Master's Degrees 54, 67-68 Math Placement Group (MPG) 75, 185-18 Mathematics 184-189 McNair Scholars Program (TRIO) 45-46 Medical Refund 30 Melby Hall 15 Membershi~s17. 18 Memorial i a l l (sverdrup-~ftedalMemorial Hall) 16 ~ e t r o b r b a nStudies 170-171 Middle East Studies Minor 172 Minnesota Indian Teacher Training Partnership (MNIlTP) 47 Minnesota Minority Education Partnership (MMEP) 16 Minnesota Work Study Program 35 Minors 56-59, 89-277 MIS Courses 113-115 Mission Statement 10 Modern Language Skill 75 Modern Languages 190-197 Mortensen Hall 15, 50 Murphy Place (2222 Murphy Place) 15 Murphy's 51 Music 198-212 Music Business Minor 202 Music Education Major 199-200 Music Ensembles 203, 21 1 Music Hall 15 Music Performance Major 200 Music Re~ertoireTests 204 Music ~ h ' e r ~a~~u~i v a l e n ~ ~ l ~ e r t i f i c a t 202-203 Music Therapy Major 201, 209-210 M Learning Disabilities Program 44-45 Legacy Scholarship 32 Liberal Arts Perspectives 76-78, 80-81 Library and lnformation Technology Center 15, 18, 55-56 Licensure (Teaching) 60, 135-144 Lifetime Sports 76 Lindell Library 15, 18, 55 Loan Assistance 34-35 Location 14, 18, 301-302 Lutheran Leader Scholarships 33 Q Paired Resources in Ministry and Education (PRIME) Awards 32 Pan-Afrikan Student Services 47 Pan-Asian Student Services 47 Part-Time Students 26-27 Pass/No Credit 73, 79 Pastor 42 Payments 28 Performance Studies 203, 212 Performing Arts Scholarships 32 Perspective Requirements 76-78, 80-81 Philosophy 218-221 Phi Theta Kappa Scholarships 32 Physical Disabilities Program (Access Center) 45 Phvsical Education 155. 157-158 ~hisicalScience ~ e a c h i nLicensure ~ 119, 214 Physician Assistant Studies (Master of Science) 68 Physics 222-227 Piano Proficiency Test 204 Policies 17, 18, 51-52, 87-88 Political Science 228-233 Political Science/Economics teaching major 229 PortFolio Assessment Program 83-84 Pre-Professional Programs 60-61 Prerequisites 91 P, Off-Campus Programs 18 Officers of the College 282 Official Notices 51 Ojibwe 190, 196 Old Main 15 Orchestra 43, 203, 21 1 Organizational Analysis and Development Concentration (Sociology) 256 Orientation (AUG) 73, 98 0 NASA Scholarship 33 Natural Science Teaching Licensures 21 3-214 New Hall 15, 50 No-Credit Grades 79 Nordic Area Studies 172-173 Norwegian 190, 194-195 Notification of Admissions Decision 21, 22 Number Grades 79 Numbering of Courses 90 Nursing 215-21 7 Nursing (Master of Arts) 68 N Scandinavian Studies (See Nordic Area Studies) Scandinavian Urban Studies 65, 181 Scholarships 31-33, 35-40 School Year 4-7, 18 Science Hall 15 Science Scholarship 32 Secondary Education 137-138, 140-141 Service-Learning 66 Sigma Pi Sigma 224 Skills Requirements 74-76 Smiley's Point 16 Social, Cultural, Recreational Activities 43 Social Psychology Concentration 235, 256 Social Studies 249 Social Welfare Minor 251 Social Work 250-254 Social Work (Master of Social Work) 68 Society of Physics Students 224 Sociology 255-259 Solid State Physics 223 Space Physics 223 Spanish 190, 196-197 Special Education 142-144 Special Interest Housing 51 Special Students (Non-Degree or Second Degree) 23 Speech/Communication and Theatre Arts 260-274 Sponsored Scholarships 35-40 Sports 43-44 5 Re-Admitted Students 72 Refunds 28-30 Regents 280-281 Regents' Scholarships 32 Registration 69-72 Religion 239-244 Religious Affiliation 18 Residence Life Program (see also Housing) 50-51 Residence Requirements 74 Rochester Program 13, 70 ~oom'bndBoard 26 ROTC 62 Russian, Central, and East European Studies 247-248 R President's Greeting 2 President's Scholarships 31 PRIME Scholarship 32 Probation 85 P~y~h010gy 234-238 Public Relations and Communication 15 Index 30 308 Index Teaching Licensure (see also individual majors) 60, 135-144 Test Scores 20 Theatre Arts 267-274 Theatre History and Criticism Dramaturgy Minor 269 T StepUP Program 46-47 Student Activities 43 Student Affairs (see Academic and Learning Services) 44 Student-Designed Major 57 Student Educational Loan Fund (SELF) 35 Student Employment 35 Student/Faculty Ratio 18 Student Government 42 Student Life 41 -52 Student Newspaper 43 Student Project for Amity Among Nations (SPAN) 18 Student Publications 43 Student Rights 51-52 Student Standards of Behavior, Complaints, Records 50 Student Support Services (TRIO) 46 Student Teaching Abroad 65, 135 Studio Art 93-96 Study Abroad 63-65, 175-183 Summer Session 8 Support Programs 44-49 Sverdrup Hall 16 Sverdrup-Oftedal Memorial Hall 16 7 Yearbook 43 Youth and Family Institute 16 Youth and Family Ministry Major 245-246 Youth and Family Ministry Partner Scholarship 32 x, y, z Weekend College 12-13, 21, 27-28, 70-71 Withdrawal From College 30, 72 Women's Studies 275-277 Work Study Program 35 W Veterans 86 Vocation 42 v Upper Midwest Association of Intercultural Education (UMAIE) 18 Urban Studies 169-171 Urness Hall 16, 50 U Theatre Practicums 272-274 Transcripts 20, 21, 28 Transdisciplinary Major 57-58 Transfer Regents' Scholarship 32 Transfer Students 22-23 TRIO Programs 45-46 Tuition, Fees, Room and Board 26-27 Tutor Center 44 C O L L E G E AUGSBURG SUPPLEMENT WITH ADDITIONS AND CHANGE 2 0 0 2 T O 2 0 0 4 C A T A L O G Minneapolis, Minnesota C O L L E G E AUGSBURG I I I Although information was current at the time of publication, it is subject to change without notice. It is the responsibility of each student to know the requirements and academic policies contained in this publication and the 2002-2004 Catalog. If you have questions about anything in this supplement or the Catalog, consult a faculty adviser, the dean of the College, or the registrar. Supplement information is listed under the same headings in the printed Catalog, followed by page numbers in parentheses. Refer to these pages in the Catalog for complete information. This catalog supplcmun t amends inrormatiou given in the 2002-2004 Augsburg Catalog. OnIy those sections that havc srths~rentinlchni~gesare included. Coust~ltthe registrar's of~icror the Augsburg C a l a l online ~~ at cww.augshur~.eriu/catal~)g> [or inronnaltion im ncw or deleted courses, changes in course titlcs, or descriptions. Checklist and Summary of Requirements for Graduation (page 80) . . . . . .12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6. . Graduation Requirements (page 72) Transfer Students (page 22) 5 . . . . . . . . . . . . . . . . . . . . . . . . 4. . Academic Calendar. Weekend College (page 7) . . . . . . . . . . . . . . . . . . . . . . . Academic Calendar. Day Program (page 5) Table of Contents Spring Term 2004 Jan. 12Non. ................................ Classes begin Jan. 19/Mon. ............................. Martin Luther King Day-no classes Mar. 15/Mon. ............................. .Mid-term break begins Mar. 22/Mon. ............................... Classes resume .Early registration for fall Apr. 5-16/Mon.-Fri. .................... Apr. 9/Fri. ....................................Easter break Apr. 23/Fri. ..................................Classes end Apr. 26-29Non.-Thurs. .............Final exams May M a t . ................................ .BaccalaureatdCommencement Fall Term 2003 Summer...................................Freshman registration Aug. 31-Sept. 2/Sun.-Tues. .........New student orientation Sept. 3fWed. ............................... Classes begin Oct. 24/Fri. ............................... Mid-term break (one day only) Nov. 17-Dec. 5Non.-Fri. ............Spring term registration Thanksgiving recess begins Nov. 271Thurs. ............................. Classes resume Dec. l/Mon. ................................. ,.,,.Classes end Dec. 12/Fri. ............................ Dec. 15-18/Mon.-Thurs. ..............Final exams The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at ~www.augsburg.edu/enroll/registrar>. Spring Term 2004 Class weekends: Apr. 16-18, Apr. 23-25, May 7-9, May 21-23, June 4-6, June 11-13, June 25-27 Winter Term 2004 Class weekends: Jan. 9-11, Jan. 23-25, Feb. 6-8, Feb. 13-15, Feb. 27-29, Mar. 12-14, Mar. 26-28, Apr. 2-4 Fall Term 2003 Class weekends: Sept. 5-7, Sept. 19-21, Oct. 3-5, Oct. 17-19, Oct. 31-Nov. 2, Nov. 14-16, Nov. 21-23, Dec. 5-7 The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at cwww.augsburg.edu/enrolI/registrar>. Students transferring from the Minnesota State College and University System who have completed the Minnesota Transfer Curriculum, have earned the Associate of Arts degree from MNSCU, and have a 2.5 (on a 4.0 scale) cumulative GPA or higher will be given transfer status as outlined below. Acceptance of courses submitted for transfer is done by the registrar's office based upon the official student transcript(s1. Acceptance of courses presented for a major or minor also requires approval of the department. The major or minor department may require certain courses or a minimum number of courses be taken at Augsburg. A cumulative grade point average (GPA) of 2.5 (on a 4.0 scale) or better is required on previous college work for admission to the College. Augsburg College limits transfer coursework from two-year colleges once a student has reached junior status. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches junior status, no additional credits will transfer from two-year institutions toward the minimum of 32 Augsburg credits required for a baccalaureate degree. These courses can, however, be used to meet Augsburg Core Curriculum and major requirements. Augsburg College welcomes students who wish to transfer from other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional credit for work taken at unaccredited institutions, and to require that certain courses be taken at Augsburg. TRANSFER STUDENTS Replaces "ALL TRANSFER STUDENTS" on pages 22-23 of current catalog & Note: No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or December 15 for entry in spring semester. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. 3. Courses with D grades will not be accepted as prerequisites or for application to majors. Some Augsburg majors require additional prerequisite coursework beyond the A.A. degree. Students are advised to consult major departments for major requirements upon transfer. One Foundations of Fitness or activity course if the student has transferred an equivalent Foundations course. This requirement is waived for students who have transferred in two equivalent courses. College algebra or Math Placement 3 One graduation skill writing course in the major One course that meets the Quantitative Reasoning Graduation Skill requirement The Modern Language requirement One Augsburg Experience Senior Keystone Course REL 300 Bible, Christian Theology, and Vocation Course 2. All Augsburg Core Curriculum requirements will be waived except: 1. Admission will be with junior standing following the Minnesota Transfer Curriculum. A maximum of 17 Augsburg equivalent courses (64 semester credits or 96 quarter credits from a community college) will be accepted once junior status is reached. No additional courses may be transferred from a community college. The following applies only to the MNSCU A.A. graduate: 1. Completion of 32 course creditsNo more than 13 course credits may be in one department, except in certain approved majors: accounting (B.A.) - 14; music education (B.M.) - 17; music performance (B.M.) - 20; music therapy (B.S.) - 17; and social work (B.S.) - 15. Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total course work, and residence. Requirements f o r Undergraduate Graduation: All degree and course requirements must be completed and verified in the registrar's office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). Students should apply before the start of their last academic year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center. Each student must apply for graduation at the end of his or her junior year. Students who enter an academic program with a baccalaureate or higher degree should contact the registrar's office about specific requirements for a second baccalaureate degree or for the equivalent of a major. See page 23 in the printed catalog in Undergraduate Admissions-Special Students (Second Degree). Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. The responsibility for seeing that all degree requirements are satisfied rests with the student. All students are required to file a graduation application with the registrar's office one year prior to graduation. Replaces "GENERAL EDUCATION CURRICULUM" on pages 72-78 of current catalog -7 An Augsburg Experience integrates experiential learning with academic learning. It demonstrates enhanced learning and reflects research and best practices in experiential education. Approved Augsburg Experiences meet two criteria: ( I ) Integrates experiential learning with academic learning and (2) Links on-campus learning to the goals, mission, needs, or ideas of off-campus people, organizations and/or communities, either through community partners, 4. Augsburg Experiences-All student must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College's commitment to experiential education and active participation in the broader community, both locally and globally Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships, facultystudent research, community service, study abroad, and off-campus immersion experiences. 3. Completion of t h e Augsburg Core Curriculum-Requirements for the Ausburg Core Curriculum are listed in the next section 2. Completion of a MajorRequirements for each major are listed under the departmental headings. No more than these maximums may be applied toward the 32 total course credits required: two courses by independent1 directed study; four courses of internship; an six course credits with a grade of Pass (P). To graduate with Latin honors, students may take no more than two P/N graded courses. Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no more than one course credit with a P grade toward a minor. The Departments of Education and Social Work are examples of departments that allow students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching or field work practicums). Cultivates the transformative discovery of, and appreciation for, one's place of leadership and service in a diverse world-vocatio and caritas. Calls for common inquiry into questions of Christian faith and the search for meaning; and -Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills: The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: THE AUGSBURG CORE CURRICULUM 6 . Residence-The last year of full-time study or equivalent (no less than 7 of the last 9 creditslrequirements) must be completed at Augsburg or within an approved ACTC exchange program. No less than a total of 9 credits are to be taken at Augsburg College. Contact the registrar's office if an official inlerpretation is needed. Some departments have a minimum number of courses that are required to be taken in residence within the major and minor. Consult the catalog description of the majorlminor or the chairperson of the department. 5. Grade Point Average-2.0 for most majors. A minimum grade point average of 2.0 is required for all courses taken and specifically for all courses that apply toward a major or special program. Some majors, licensure, and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, and social work.) See the departmental section for details. professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside of the regular class schedule. The length of time required, creditlno-credit status, and grading options for approved Augsburg Experiences will vary All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College's commitment to experiential education and active participation in the broader community, both locally and globally Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships, faculty-student research, community service, study abroad, and off-campus immersion experiences. Augsburg Experience Transfer students entering with advanced transfer status will take one Search for Meaning course: REL 300 Bible, Christian Theology, and Vocation. In these courses students articulate and critically reflect upon Augsburg's concept of vocation and ils meaning; Christian theological concepts as well as concepts from other religious traditions; and the meaning of the Bible in Judeo-Christian thought, its cultural contexts, and concepts of human identity and vocation. Two Search for Meaning course credits are required except for the following: Augsburg's Signature Curriculum is centered on its identity as a college of the Evangelical Lutheran Church in America. As a college of the Church, Augsburg accepts as a basis for its educational program the doctrines of the Christian faith as revealed in scripture and the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian scriptures, theological concepts, ethical values, their own faith and values, and religious concepls outside of the Christian faith as part of becoming educated. Search f o r Meaning THE AUCSBURG SIGNATURE CURRICULUM Skills Requirements The Liberal Arts Foundation The Augsburg Signature Curriculum The curriculum has three major components: The Liberal Arts Foundation courses THE LIBERAL ARTS FOUNDATIOL Engaging Minneapolis courses are specially designed courses that make intentional and substantial use of the resources of the Twin Cities as they orient first-year weekday students to the community where they will be studying, living, and working during their college careers. Most Engaging Minneapolis courses also fulfill an Augsburg Core Curriculum or major requirement. They normally are taken during the first year, but may be taken in the second year. Engaging Minneapolis All students who enter the College as first-year students in the weekday schedule program must satisfactorily complete fall orientation and the Augsburg Seminar. The Seminar is attached to a first-semester major or Augsburg Core Cuniculum course. Its purpose is to introduce students to what it means to have an Augsburg education and to help them make the transition to college work. Augsburg Seminar In order to help them make the transition to college and their new community, first-year weekday program students are required to take Augsburg Core Curriculum and introductory major courses containing the following components: The Augsburg First Year The Senior Keystone course connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It thus asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education- vocation and the search for meaning in a diverse and challenging world. Students will reflect upon the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Senior Keystone Writing *Mathematics Placement in writing, math, modern languages, and critical thinking courses is determined by the assessments. These tests are a prerequisite for (not completion of) core and graduation skills course requirements. *Modern Languages *Critical Thinking There are entry level skills assessments in: Entry Level Skills Assessments SKILLS REQUIREMENTS Art, Music, Speech/Communications and Theatre Arts. Two courses or approved activities from two different departments: Fine Arts Note: The signature Search for Meaning courses do not count as Humanities Liberal Arts Foundation requirements. English, History, Philosophy, Religion, Modern Language (literature courses) Two courses from two different departments: Humanities Economics, Political Science, Psychology, Sociology Two courses from two different departments: Social and Behavioral Sciences One course must be a lab science course. Two courses from two different departments: Biology, Chemistry, Mathematics, Physics. Natural Sciences and Mathematics Students choose two courses from two different departments in each domain. (Exceptions may be made for specially designed interdisciplinary Connections courses.) The list of courses meeting the Liberal Arts Foundation requirement is available online and from the registrar's office. introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the traditional liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. , Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the math placement exam. Students may retake the Math Placement Exam once during their first term of enrollment. Students are required to take the Math Placement Exam before registering for the first term and should achieve MPG 3 by the end of their first year at Augsburg. u All students are required to have their math placement group (MPG) determined. In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the registrar's office. All other students must take the Augsburg Math Placement Exam, which is administered by the Academic Advising Office. The exam is given during college registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Mathematics Requirement Students who have college credit for a critical thinking or logic course are exempt from the critical thinking assessment. Students who do not achieve the minimum entry score on the placement exam are reauired to take GST 100 Critical Thinking. Critical Thinking - Requirement The Mathematics assessment and requirement as described below. The Modern Language assessment as described below. The Writing assessment and requirement as described below. Advanced transfer students (who enter with 1 3 course credits or more or an A.A. degree accepted in transfer) take only the following entry level skills assessments and fulfill the following requirements: Freshmen (all students entering with fewer than seven Augsburg course credits) and sophomore transfer students with fewer than 1 3 course credits are required to take entry level skills assessments and satisfy all skills requirements. ~n Students should complete ENG 111 by the middle of their sophomore year since it is a prerequisite for Writing Graduation Skill courses. ENG 111 Effective Writing or the equivalent with a grade of 2.0, ,'F or higher, is required. Attendance the first day of class is required. Students should complete ENG 111 by the middle of their sophomore year since it is a prerequisite for Writing Graduation Skill courses. Effective Writing Core Skills Students who have transferred in an equivalent course to ENG 111 are excused from the entry level exam. The entry level assessment determines readiness for ENG 111 Effective Writing. Students who do not satisfy the entry level skill in writing will be required to take ENG 101 Developmental Writing before ENG 111. Writing Requirement The BW-CAPE language assessment is offered to students who have had at least a year of Spanish, French, or German language studies in high school. It is designed to assess and place students at the appropriate course level for language study Students may waive the modern language requirement by completing this assessment and placing at the 311 level or above. Modern Language Requirement Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3 , or 4 as a prerequisite. Students in MPG 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3 . Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student's MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Two Foundations of Fitness courses are required. HPE 001 Foundations of Fitness (or a transfer equivalent) is required of all students. The second course may be chosen from a variety of different lifetime activities. Students who are not health and physical education majors or intercollegiate athletes may test out of one lifetime activity course. Students may demonstrate proficiency from a selected list of lifetime activities. There is a fee to take the lifetime activity proficiency test. Foundations of Fitness Students whose first language is not English and whose score is below the minimum on the ESL placement test must fulfill the English as a Second Language (ESL) requirement. The requirement is satisfied by successfully completing the ESL course(s) and achieving a score above the minimum on the ESL placement exam. Students who complete the ESL requirement fulfill the Modern Language Graduation Skill requirement. Contact Academic Advising or the English Department for additional information. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Skill. There is a seven-year time limit on language courses presented for transfer and automatic waiver. Requirements for the Modern Language Skill are determined by placement test. For a language previously studied, successful completion (minimum grade of 2.0 or P) of one language course at your placement level (112 or higher) satisfies the requirement. For a language not previously studied, successful completion of a two-course sequence in the same language with the minimum grade of 2.0P in both courses is required. Students whose placement test is at 31 1 or higher will be exempted from further language study Modern Language All Writing Skill courses have the prerequisite of ENG 111 or its equivalent. All Quantitative Reasoning Skill courses have the prerequisite of Math Placement Group 3 , and all Critical Thinking Skill courses have the prerequisite of passing the entry level Critical Thinking Assessment or GST 100. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill this requirement. Academic advisers will provide a list of these courses. An Augsburg education includes enhancement of certain skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain courses. Students are required to have one course each with Critical Thinking, Quantitative Reasoning, and Speaking skill components, and two courses with a Writing Skill component. These requirements are modified for advanced transfer students (see page 10). Graduation Skills Requirements Foundations of Fitness courses are non-credit courses and are not included in the 32-course graduation requirement. Complete at least one Augsburg Experience Complete the Augsburg First Year requirements. (Sophomore transfer students are exempt from these requirements.) Complete the Signature Curriculum: Complete two (2) Search for Meaning courses. Complete a Senior Keystone course. Complete the Augsburg Core Curriculum. Complete a major. Maintain minimum cumulative grade point average in major, minor, and in total courses completed. Social Work (B.S.) . . . . . . . . . . . . 15 Other maximums are described on page 7 Music Therapy (B.S.) . . . . . . . . . . 17 Music Performance (B.M.) . . . . . . 20 Music Education (B.M.) . . . . . . . . 17 Accounting (B.A.) . . . . . . . . . . . . 14 All new freshmen and all freshman and sophomore transfer students must complete the following requirements prior to graduation (transfer credit may apply to these requirements): Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: This quick reference checklist is an abbreviated version of the requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the complete degree requirements that begin on page 7. Students are advised to read carefully the full graduation requirements and to consult frequently with their advisers to ensure that all requirements for graduation are met. Replaces "CHECKLIST AND SUMMARY OF GENERAL EDUCATION REQUIREMENTS FOR GRADUATION" on pages 80-81 of current catalog One course with a Quantitative Reasoning component. One course with a Critical Thinking component. One course with a Speaking component. One course with a Critical Thinking component. Two courses with Writing components. Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or F! (Courses meeting these requirements are designated by the major.) Complete HPE 001 Foundations of Fitness and one HPE activity course. Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Complete Eng 111 Achieve a Math Placement Group score of three. Modern Language Assessment Critical Thinking Assessment Writing Assessment Mathematics Assessment Fine Arts Complete Entry Level Skills Assessments and Core Skills Requirements: Humanities Social and Behavioral Sciences Natural Sciences and Mathematics Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. (Exceptions may be made for specially designed interdisciplinary Connections courses.) 2. Complete an Engaging Minneapolis course. 1. Complete the fall orientation and Augsburg Seminar. ........... 14 Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Achieve a Math Placement Group score of three. Complete Entry Level Skill Assessments and Core Skills Requirements: Satisfy entry level skill requirements in writing. Fine Arts Humanities Social and Behavioral Sciences Natural Sciences and Mathematics Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. (Exceptions may be made for specially designed interdisciplinary Connections courses.) Complete one Augsburg Experience Complete REL 300 Bible, Christian Theology, and Vocation course Complete a Senior Keystone course. Complete the Signature Curriculum: W Complete the Augsburg Core Curriculum. Complete a major. W Maintain minimum cumulative grade point average in major, minor, and in total courses completed. Social Work (B.S.) . . . . . . . . . . . . 15 Other maximums are described on page 7. Music Therapy (B.S.) . . . . . . . . . . 17 Music Performance (B.M.) . . . . . . 20 Music Education (B.M.) . . . . . . . . 17 Accounting (B.A.) . All advanced transfer students (those entering with 13 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these requirements): W Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Complete one Augsburg Experience Complete a Senior Keystone course. Complete REL 300 Bible, Christian Theology, and Vocation course. Complete the Signature Curriculum: W Complete the Augsburg Core Curriculum W Complete a major. W Maintain minimum cumulative grade point average in major, minor, and in total courses completed. Other maximums are described on page 7. Social Work (B.S.) . . . . . . . . . . .15 Music Therapy (B.S.) . . . . . . . . . 17 Music Performance (B.M.) . . . . . 20 Music Education (B.M.) . . . . . . . 17 Accounting (B.A.) . . . . . . . . . . . 14 W Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: One course with a Quantitative Reasoning component. Students entering under the Minnesota Transfer Curriculum with an A.A. degree must complete the following requirements prior to graduation: One course with a Speaking component. One course with a Critical Thinking component. One course with a Writing component. Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P. (Courses meeting these requirements are designated by the major.) Complete HPE 001 Foundations of Fitness or one HPE activity course (depending on transcript assessment.) All students are required to file a graduation application with the registrar's office one year prior to graduation. One course with a Quantitative Reasoning component. One course with a Writing component. Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P (Courses meeting these requirements are designated by the major.) Complete HPE 001 Foundations of Fitness or one HPE activity course (depending on transcript assessment) Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Complete Entry Level Skills Assessments and Core Skills Requirements: Complete one college algebra course course or achieve a Math Placement Group score of three. AucssuR~ \IV\IVW aunchurn d u 22 1l Riverside Avenue Minneapolis, MN 55454 C O L L E G E
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