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
Show less
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
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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
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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
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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.)
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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)
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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.
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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)
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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.
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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
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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
Show less
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."
Show less
"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.
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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)**
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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.
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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.
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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
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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)
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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.
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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)
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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).
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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
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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.
\
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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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TABLE OF CONTENTS
Welcon1e . . ... ... ... ........ . . ... . ... ...... ... . . . .. ....... . . 1
Transcultural Nursing in Community .... . . ...... ... . .. . . . ... . .. .2
Transformational Leadership and Management ..... . .... .......... .3
Thesis or Graduate Project ............... Show more
.'
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.
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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)
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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
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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
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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.
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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.
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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) .
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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.
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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.
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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).
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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.
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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.
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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.
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FEDERAL PERKINS LOAN PROGRAM
A joint Augsburg College-federally funded program
administered through the College for students who
demonstrate financial eligibility. 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.
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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.
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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.
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hUGSBURG
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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
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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
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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
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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:
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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.
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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.
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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>.
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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>.
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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 ~
Show less
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
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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
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¡¡
¡¡
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
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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
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,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
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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)
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r4
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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
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15
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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.
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and photos!
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A
UGSBURG
COLLEGE
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Minneapolis, MN 55454
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PAID
Minneapolis, MN
Permit No.2031
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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
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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
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For news of a death, written notice
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notice, or program from a
memorial service.
Send your news items, photos, or
change of address by mail to:
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MN, 55'154, or e-mai1 to
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FOR
Winter 2002-03
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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
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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. Larsen
Robert and Polly McCrea
S. Mo lder
Robert K. and Taylor Moor
Gary C. Muellerleile
Jeanne Narum
Doris Nordin
Barbara B. N ymark
Linn ea and James O lesen
John and Pauici a A. Parker
Karin M. Peterson
Wayne and Joan Popham
Frances Roller
Marianne and Robert Sander
Muriel H . Smith
Arne Sovik
Gary Tangwell
BeeryTvcice
Andrea Venco
Marth a and Steven Ward
Gun nar and Mary Wick
(non-alumni)
Melvin and MargarccEvans
J. Gamez
W illiam and Ann George
Richard I. Gisselquist
Brenda Graba u
Robert E. Gra nrud
Geo rge and Frances Gro ber
W illiam Halverstadt
Richard M. Heins
G .S. and Virginia Helgesen
Judith and Peter Henderso n
Earl Hi ghtower, Jr.
Louis and Katherine H ill
Roni and Douglas Hooper
Dale Hovland
Courtney Jenkins
Barbara Jorenby
Mar issa Klaers
B.S. Leland, Jr.
David Lobbcn
Nor man and Hd en Lorennsen
Christine Manhews
Vernon C. Maunu
Michael and Debra McGray
Richard and Florine McKay
Jeanette and John Mitchell
Jam es G . Mo ndo
Marvin Nystrom
Dougl as and Peggy Peters
Ronald and Jean Peterson
Vicki Peterson
G loria J . Pozzini
Wi lliam H . Reichwald
Rebecca Ruckel
Peter and Marnie Ruliffson
Georg e an d Arlene Simones
Mr. and Mrs . John G . Turn er
Robert and Karen Veninga
F. Orval M . Westby
Sara W illcutt
John R. Winsor
$5 00 -999
Marlys G. Barry
Rolf and Carolyn Bjelland
Nan cy and Richard Borstad
Judith A. Christens en
Mary Browne Dewey
James W. Emison
Mit ch and Dawn Felchle
Michael and Terry Freeman
Carolyn and Richard H ardel
Ken Harrvigson
Gail Holmes
Geo rge and Ella Hunt er
Rodn ey and Corrin e Jerkc
Larry and Mary Lee
Kenn eth and Rhod a Mahl er
Wayne and Jenn y Lynn McGee
John F. Mcweth y and Laurie Duncan
Mcwethy
Edward C. Neshei m
Fane and Coric Opp erman
Judith Shank
John and Martha Singleton
Leland and Louise Sund er
Donna Swanson
Edith G . Tollefson
Wh eelock Whirn ey
John and Barbara Zimm erman
$ 120-239
Craig Alexander
Daniel and Alice Anderson
Elmo and No rma Anderson
Linda K. Anderson
Lowell C. And erson
Mary Arneson and Dale Hamm erschmidt
David A. Austin
Ca therine and Glen Bengson
H . Lowell Bolstad
Jennifer Butler
Margaret Cai n and Jeffrey Louden
Winston Cavert and Carol Wine
T.M. Crosby, Jr.
Ge rald and Vicki Degner
Benjamin Dille and Sharo n Umber
Abel Dockter
Kathy and 0. Charles Ehlers
David and Nancy Erickson
Steven and Kimber ly Erickson
Alice Evans
$240-499
B.J . Anderson
Christina Boe
Linda 0 . Boyer
Daniel E. Brink
Teresa and D avid Demin g
Dick Duerre
Richard Duesenb erg
Hildred L. Dungan
Richard and Jani ce Ellingson
22
Oarald and Mary Evers
Ruth Evers
Ruth Flesner
Bruce and Kathleen Glover
Frances and Geo rge G rober
John P. Grygclko
David and Susan Hadd en
Curtis K Hargis
Larry and Lois H auge
Stephani e W H augen
Nancy H einsch
Shirley H emenway
Sylvia Hjelmeland
Amanda Holstad
Jed Jaffe
Russell Jerde
Mary and Tun John son
Gerald Kegler
John E. l..aco
Darcy and Steven l..arvick
Sharon Long
John Nor d
Darrell Norling
Bernice Nyhus
Richard Palla
Trisha Pederson
Michael and Paula Peroutka
William John Peterso n
Robert M . Powell
David and Ann Preus
John Rahko la
Lisa A. Reyno lds
Arnold and Lois Rholl
Kent and Kathleen Rolfing
W illiam Rothschild
Richard and Joyce Russ
Melba Savold
Angela Schmdit
C. V. Smith
Gertrude Sundsted
Alleen G. Tomud
Jack and Jeann e Wagner
Do nna J. Warner
Nancy Werner-Azarski and James Azarski
Jack H . Zim mer
Gifts up to $ 119
Jeff and Ca rla Abel
Peter Abell
Dale A. Ackmann
Mary Adair
Susan J . Adix
Geo rge Adzick
Co rdelia Agrimson
Richard A. Ahl
Susan Albrecht and Nancy D esmond
Julie Alexand er
Roland Allen
Woodrow Allen
Sonja Almlie
H.N .Arn dahl
Berry L. Ande rson
Caro le M. Anderson
DarciAnderson
Gloria E. Anderson
J. D. Anderson
Margaret and Ernest Anderson
Margaret and Raymond Anderson
Rosalyn A. Andmo n
Vernon E. Anderson
Zane and Carole Anderson
Michael Aquilina
Tim Archbold
Paul D. Armour
Michael Armstrong
Margaret Amason
Kathleen M. Arndt
Evelyn H. Asplin
Anna Marie and Ronald Austin
Lorettaand Christopher Aymond
Lorayne L. Bachman
Leroy and Florence Backberg
Brendan Baker
Kacl,leen M. Balfanz
Geneva Ball
Karlene and Joseph Banaszak
G. G. Bancroft
Gloria M. Barnen
Paul Beggs
M. Belford
Valerie Bengal
Rolf and Kathy Benson
Julia Berg
Robert and Rose Marie Bergherr
Marian and Thurston Berglund
Elsie Berg-Soderlund
Milton and Barbara Bergwall
Joanne Berndt
Tina Berndt
Maryand Daniel Berntson
William W. Beyer
Leonard and Martha Biallas
Nancy L. Bieraugel
Bruce Binger
Jennifer A. Bjorhus
John and heila Bjorklund
Dorothy Bjurman
Joan C. Boelter
Omar and Minnie Bonderud
Deanna and Thomas Bonneville
Henry and Barbara Borg
John and Janet Borgen
Joseph J. Borkman
Daniel and Mary Bot
Adam Borren
Laura J. Boudreau
Marie K. Boudreaux
Donald and Bonnie Boylan
Patricia Boylan
Kathleen Bozis
Susan L. Bradford
Craig J. Brandenburg
Donald C. Brandli
La D. Brandsness
Bmy Brarhol
Marion and Emroy Bratland
O"o and Stephen Braclie
David and Gertrude Breen
Kari Breen
Katherine and Richard Breen
Milo L. Brekke
Dennis E. Brekken
Mabel Brelje
Peter and Michelle Brennan
Mark Bretheim
Bernadette L. Brice
Jackie Brin
Henry A. Bromelkamp
Louise and Michael Brooks
Margaret E. Brown
tephen Brown
Joan and Richard Brust
Lynette W. Bryant
Neal Buelow
Katrina and Michael Buller
usan Burchfield
Dell and Carol Burgess
Evangeline Burton
John and Carolyn Cain
Gregory Card
Cerene Carlson
John Carlson
Roger E. Carlson
V. G. Carlson
Virgil Carlson
Wallace and Lela arlson
Bren Carstensen
BarbaraAnn Caner
Mary J. Carmey
Joyce and Paul Casey
Lois H. Caswell
Karen M. Caughey
Lynne Chamberlin
Chester and Donna Chambers
Sarah C. Chambers
Richard Chapman
Christopher Chappuis
Matthew Chappuis
Ree.seand Lorena Chezick
Betry Chilmom
Anthony and Judy Christensen
Jeffrey and Nancy hristensen
Kieand Jean Christensen
L. Gracia Christensen
Jame.sand clma Christiansen
Howard and Vernita Christianson
Parri Cierzan
Michael Ciresi
Mary and Sam Claassen
Janis M. Clay
Melvin Colfer
Joan L. and Seo" C. Cole
Gary and Delores ondon
Rick and Norma Conway
Andrew and Jacqueline Cook
Walter Cooper
Yvonne and Jack Cottrell
Paula N. Coykendall
Eloise M. Cranke
Vance 0 .+ and Joyce J. Crosby
Charles G. Cunningham
Liv Dahl
Olga 0 . Dahlen
Marilyn Dahlmeier
Darlene A. Daily
Carol and Del Dammann
Joan Davenport
Joy L. Davis
Karen Davis
Timmy and Noreen Davis
Mildred and Peter Deanovic
harles A. De orsey
Donald L. Degenaro
Judith Dehnel and Richard Ryan
Joyce L. Deir
Parrick J. Deneen
Mary and William Dexter
David and Martha Dobracz
Audrey and Monon Dodds
Jerry Dodge
Russell P. Donnelly
Tammy B. Dorn
Ruch Downey
Merwin D. Dreher
David Duca
Kathryn Dumas
Frank Eastburn
William and Diane Ebben
\'(/illiam Edson
LeeR. Edwards
Ward Edwards
Hannah Ehrlich
Mary Ehrlichmann
hirley M. Einhorn
Erin Elder
onja and Mark Elias
Marilyn Ellingboe
Lisa R. Elliott
Kari E. Elsila
Douglas A. Emerson
CurcisV. Emery
Linda P. Enger
Arla Engleman
Lowell and Carol Erdahl
Judith and Robert Erdman
A .J. Erickson
Betty Erickson
Conroe Erickson
Josephine Erickson
Kenneth Erickson
Lori K. Eranan
Kathleen M. Evans
Grant E. Evavold
Terence Evavold
Nancy and Dan Fackler
Michael A. Fahey
Keith and Susan Fahnhorst
Robert and Kaye Falck
Eleanor and Donald Falk
Irma and Donald Fallon
Mark Farnan
Barbara Farrell
Francis and Burnice Fashner
\'(/alter \Y/. Faster
Jane Fedderly
Louise and Carl Feske
Kirsten E. Fisher
Celine Fitzmaurice
Melvin & Marian Fladeboe
arric Flaten
Larry and Marilyn Fogdall
Linda and Mark Foley
Henry G. Follingstad
Ilene Forde
J. Forrest
Richard A. Forschler
Denise Foster
Lucy and Patrick Foster
Jerome Franke
David Fransen
J. A. Franson
Jeanne and Douglas Frederick
Gloria A. Frederickson
R. Mark Frey
Linda . Froiland
Nancy A. From
Daniel and Kari abriclson
Michael and Juliana Gabrielson
No rma Gabrielson
23
Ronald and Faye Gabrielson
Cynthia Gaither
Nancy L. Gandrud
Frank V. Garalfu
Leslie and Luis Garcia-Saenz
R. Harold Garre((-Goodyear
Kimberly aslin
David A. Gerber
Ann J. Gerhman
Bruce Gessell
Karla and Jeffrey Gessell
Carole and Phillip Gilbertson
Borghild Gisselquist
Greg Gissclquist
Gary W. Glasscock
Mr. Hal C. Glassman
Jessica Glenn
Cathy Gohring and Harry Raynor
Melanie Coldish
Ellen and Merrill Golliet
Jorgine and Franklin Co rnick
Charles Graham
Elaine P. Graham
Robin A. Grawe
Jean Greenwood
Mary Griesedieck
Emily Groves
Cordon L. Gruenhagen
Tiro and GuadalupeGuerrero111
Chester Guinn
Julie and Paul Gulstrand
Richard L. Gunderson
Susan K. Haataja
Lucille K. Hackbart
Dale and Joanne Hagen
Elsa Hagen
Enid M. Hagen
Henry Hagen
Kenneth A. Hagg
Todd & Diane Haglind
teven and Theresa Haik
John and Krisdne Haine.s
Margaret Hale
Mary Halrvick
BarabaraJ. Ruhberg Halverson
Carol I. Halverson
Clara H. Halverson+
John and Jill Hamburger
Edward A. Hansen
Jean S. Hansen
Paul V. Hansen
Paul Hansen
Enid 0. Hansing
Beth and Donn Hanson
Craig Hanson
Kenneth Hanson
\'(/illiamand Viola Hanson
Janaka E. Hanvey
David L. Harris
Mary and Rolf Hauck
arolyn Hawkins
Evelyn B. Hayes
Rose Heaps
Michele Hedlund
Rachel Hcfte
Herman Heinecke
Eugene Heitman
Charles and Kathrine Heinig
Arthur H. Helde
Stanley Helgerson
Karel Helgeson
Jerome and Jacqueline Helland
Robert Hellen
Wi lliam \YI, Helms
Gary Helstrom
Nan cy R. H endr icks
Dorothy Hendrickson
Mary L. Hend rickson
Neil and Mary H endrickson
Robena Henke
Michael P. 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. John son
Byron John son
Charles and Ava Johnson
Clark and April Johnson
David John son
Eleanor L. John son
Genevieve and Leighto n Johnson
G len \YI.Johnson
Jane N. Johnson
JiUJohn son
Karen and David John son
Kathryn C. John son
Kay D . Johnson
Kelly J. Gieser John son
Klara S. Johnson
Lou Ann Larson
Valerie and AJanLarson
Naomi A. Laucn+
Charles G. Leach
Agnes Lee
Kathryn A. Lee
Sylvan Lee•
Janee and Robert Leick
Jane Leonard and Lorerco Lippert
John Lien and Paui cia Ca n er
Geo rge K. Lindb erg
Pamela Lindberg
Robert and Loretta Lindcborg
Bernardine Lindell
Gene J . Lindell
Lois J . Lindell
Mark G . Lindell
Franklyn L. Lindgren
Helen and David Livcrsidgc
C.R. Lloyd
Frances and Lance Loberg
Verna Loge
Arlene Lopas
Th omas and Sandra Lother
Odd Lovoll
Henry Lucksinger
Jill and Th omas Lund
Joyce E. Lund
Richard K. Lund
Ken Lunde
Ruth Lund een
Barbara R. Lundquist
Lorraine and Raymond Lundqui st
Jean and Kenneth Lutterman
Alice G. Madzey
T homas Macckelbergh
Richard and Kathy Magnus
John S. Malone
C. and Ruch Mandery
Anna Manger
Kenn eth A. Manth ey
James and Kathryn Mara
Kevin M. Marek
Merrie Marinovich
Michael and Patti Marinovich
Pece and Romae Marinovich
Laura Marinucci
Jodene and David Marquis
Janee Mathison and John Taylor
H arold \YI. Mank e
Tim othy and Janice Maudlin
Marcia and Robert Maxwell
Pamela R. Mayer
C indy Mayeron
John McCoy
Michael J . McC ully
Ther esa McGrad y
Richard F. McGuir e
David and Irene McPhail
William and Ann e McSwccney
Sigurd D . Medh us
Diane and William Meehan
Gregory Meehan
Joan Meierotto
T A. Meisberger
Esther Meissner
Mary A. Melland
C harlorcc Mellom
James Meredyk
Jessica A. Meyer
Arlene Meyerhofer
Joseph Miano
Lois Johnson
Lyncnc Johnson
Mary M . John son
Paul Johnson
Randall and Marjorie Johnson
Richard J. John son
Ronald N . John son
David G . Jones
D . D ixon and Janis Jord an
Richard and Ann abel Jordan
Neil A. Junk er
Jack Kahle
Phyllis and Donald Kahn
Deloris M. 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 . Lamke,
An n and Lon Lampp a
Renee Landsverk
Sceph en Lane
Andr ea Langeland
Karen Larsen
Ca thy S. Larson
24
John T. Michael
Pacricia and Todd Mickelson
Lester M. Mikelson
Harold and Elaine Milbrath
William A. Milbrath
Bonni e Millee-Mehemne
Darcy and Score Miller
Frank and Vera Miller
Robcrc and Marlys Miller
William and Toni Miller
Mary Minn ehan
Herbert F. Mischke
Lorind a and James Mishek
Michell e Missling
Linda and James Mitch ell
Ruth E. Moen
Caro lyn and Ca rl Mohn
C harles and Karla Ann Molin e
Anne Monteith
Larry K. and Peggy A. Moon
Curris and Patricia Moore
Caro lyn and Joseph Morgan
Robert \YI.Morgan
Tom Morgan
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Will iam Moyers
Van D. Mu eller
Jean and Don ald Mueting
Mary Ann Margaret Muller
Lois and Ralph Mun son
Anne Murcc
Joyce B. Myers-Brown
Joy and Randy Nelson
Nancy Nelson
Op al Nelson
Richard and Marilyn Nelson
Rolf Nelson
Eric N . Nerland
Mary P.Neumann
Donald M. Newman
G erald Nickell
Richard and Audrey Nielsen
Barbara Northw ay
Richard and Car la Novak
Violcc Novicsky
Linda Nowak
Elizabeth Ober g
Mich ael and Jeann e Oberg
Howard V. O 'Co nn ell
Mary Olin ger
Richard I. Ol sen
Eugene R. Ol son
G en Ol son
Geo rge Ol son
Glenn G . Ol son
Harold L. Ol son
Jean A. Ol son
Judith A. Ol son
Lavonne J . Ol son
Marjorie H . Olson
Mary Olson
Phyllis Olson
Sceven and Ca rol Ol son
Wade Om an
Rae and Richard Orm sby
Larry and Kachleen Onloff
Susan Orce
Louise and C lifford Orcen
Rosemarie Pace
Joseph F. Palen
Richard and Peggy Palen
Sheila L. Palm
Judith G. Pasco
Bmy Paulsen
Timothy J. Pawlenry
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John and Sharon Pearson
Steven W. Pearson
Emmagene Pedersen
Jerrilyn and Ronald Pederson
Parricia Perfertiand Ross Newlund
Michael Peroz
Gerard Perry
Jo Ann R. Peters
Dane and Lynne:Petersen
Dean Peterson
Jane M. Peterson
Kristin Peterson
Norman . Peterson
Oli ver and Jeane ne Peccrso n
tuarc and andra Peccrson
Joseph and Margery Pfankuch
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Carol PAeiderer
Mitchell Piper
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William \VI. Plante
Ronald Poeschel
Duke Pogacchnik
Nancy and Bruce Pogacchnik
Goldwin S. Pollard
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Robert and Joan Pope
Michelle and Paul Porter
Jennifer and Ronald Prasek
Dana and JillPriverte
D arren Privette
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Holly Radice
Brian Radtke
Shyamala Raman
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Michael Renner
Avis Rescad
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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. Rikkola
KarenRoberts
Catherine L. and James G. Robin
Jacque Robinson
Sharon G. Rode
Kathryn Rodriguez
Janee G. Rog
Richard and usan Rohloff
Julianne Rolek
Richard Roles and Karen Marinovich
Joyce Romano
Elmer and Astrid Romundstad
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Rud, M. Roch
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John S. Rydberg
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ceven and Jean cherer
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Gail S. Schwandc
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Karen and Gail caver
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Rod Sill
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era rahn
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hirlyn D. Sreinmcn
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ancy tidger
tanley L. civer
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Evelyn Streng
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Kenneth L. Syverson
Josephine Talarski
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PecerThid
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Beverly A. Thompson
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hirley F. Underdahl
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onnie Van Den Einde
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VicrnriaVanroy
usan Vento
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25
Candy Waldemar
Deborah H. Walscien
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Michael R. Warber
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Kathleen A. Warmbier
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son
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sner
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nak and James Fournier
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aw Transic Inc.
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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
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No ____
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_e-te""'
l-e p...,
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Work te lephone
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·-------------------------------------------------------------------------------------------------------------------------------------------------
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
Show less
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in 18 academic disciplines
as well as internships and independent studies.
A detailed listing of courses begins
o n page 8.
summer 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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/-
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
industп
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
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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
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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
¡
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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
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5
mffiXffiffiKruffi
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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
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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
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ls
For news o[ a death, written notice
is required, e.g. an obituary, funeral
notice, or program from a
memorial service.
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!
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E-mail
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graduate of Augsburg College?
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okay to publish your e-mail address
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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
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Show less
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.
American Re- Insurance Company
Ame ri ca n Srandard Foundation
Amesbury Group Inc.
Axtel l Communiry Funeral Homes
Banra Corporation
Bechtel Foundation
Beckman Couhcr In c.
Bell Lumber & Pole Co.
Bethel Evangelical Lutheran
hurch
Foundation
Blcsi-Eva ns Company
Boeing Company
Brakeley, Inc.
Buck's Unpainred Furnicure
Burlington Northern Foundation
Bush Foundation
areer Professionals Inc.
Carlso n Co mpanies
Central Lutheran Church
harlcs B. Sweatt Foundation
harl es Schwab Corpor:uion Fou ndation
Chase Manhattan Foundarion
C hester Enterprises Inc.
Chu ck Miller Agency
CIGNA Foundati on
City County Federal Credit Union
ommanding Edge
ouncil of lndepcndcm ollcg
Cowles Media Foundation
ummins Engine ompany Inc.
D. A. Petersen Associates Inc.
Dain Rauscher Fo undatio n
Davanni 's
Deluxe orpor.uion Foundacion
rporation
Digital Dara Voice
DIP Company
Doc Inc.
Dougherry Dawkins
Dow Chemical U A
Dwight D. Opperman Foundation
East Central Synod of Wisconsin
Easter Lutheran hurch
ELCA
Elftmann Family Fund of Minneapolis
Foundation
Eli Lilly and
mpany
Eln
wcnson Graham Architect , Inc.
Erickson Insurance Agency
Estate of Gordon Tollefso n
Ethyl Corporation
Fairview Hospital Alumnae Association
Farmers Insurance roup
Federat ed Foundation
First Bank System Foundation
FMC Foundation
Fortis Benefi ts Insuran ce o.
Fortis Financial Group
Foundation for the Carolinas
Franklin Builders
Fratta.lone Paving Inc.
Gannett Foundation Inc.
General Electric Foundation
General Mills Foundation
George A. Leone & Associates
Goodyea r Tire & Rubber Company
Graco Foundation
Grant Barrette Company
Great lips Inc.
Grca1 Lakes Plasiics Corp.
Greater Minnea polis Agency
C roup Dynamics LL
H.B. Fuller Co. Foundaiion
Hall Batko, Inc.
Harquist Pipeston e Funeral Chapel Inc.
Holiday Inn Merrodom e
Holly Circle of M1. 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
Show less
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
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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
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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
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r
Students showed their Auggie spirit at the
Homecoming game.
Bill Halverson '51 signed copies of his book,
Edvard Grieg: Diaries, Articles, and Speeches,
in the Alumni Gallery; he generously donated
the proceeds of 100 copies to Augsburg. He
Students celebrated the Auggies'victory over
Macalaster.
and his wife, Marolyn (Sortland)'51, received
a Spirit of Augsburg Award at the
Homecoming Dinner,
Winter 2001-02
,4ucs¡uRc ¡rlow
19
Homecoming and Family Week 200f
Augsburg on Parade
t
E
m
Recipients of Augsburg's
new Distinguished Service Award
to R) RoW 1 (children): Max
Strommen family
Strommen, Lauren Smith, Eric Smith, Jeffrey Smith,
Peter Strommen. ROW 2: Dean Olson, Nancy
(Strommen) Stensvaag. Gladys (Boxrud) Strommen,
Helen Strommen, Luther O. Strommen, Timothy R.
Strommen, Judy (Knudson) Strommen, Merton
Strommen. ROW 3: Marsha Olson, Chynne Strommen,
Becky Stensvaag, Lisa Smith. Mary Ellen (Strommen)
Liebers, Heidi Strommen, lrene (Huglen) Strommen.
ROW 4: Steve Strommen, Bob Strommen, Andrea
(Johnson) Strommen, Paul Strommen. Dave Smith,
Peter Strommen, James Strommen, John Strommen.
ROW 5: Hans Strommen, Jude Leimer, Bjorn
Strommen, Kate Liebers, Erik Strommen, Annelise
lrene Strommen, Dawn (Hofstad) Strommen.
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Golden Anniversary Class of 1951
(L to R) ROW 'l (seated): Doris Frojen
Bretheim, Gloria Johnson Johnson,
James E. Christopherson, Herbert C,
Svendsen, Elly Ewert Hutchinson.
Marolyn Sortland Halverson, Bill
Halverson, John Eliason. ROW 2:
Quentin Johnson, Kathryn Thorsgard
Erickson, Ellen Stenberg Erickson,
Marvel Moe Anderson, Dolores Flaa
Bjerga, Joan Baxter Larson, Dorothy
Swanson Ryan, Alice Berg Wilcox,
Audrey Nagel Sander, Calvin Storley,
Shirley Larson Goplerud. ROW 3: Leola
Ekblad Johnson, Dan Pearson, Lillian
Ysteboe Ose, Jerry Peterson, Glen
Hendrickson, A. Richard Petersen,
James Bergeland, Trygve F. Dahle. ROW
4: Harland Nelson, Herbert C. Hanson,
Dick Myhre, John Garland, Jennings
Thompson, Hubert Carl Hanson,
Kerman Benson, Arden Ramlo.
Winter 2001-02
À
of 1961 (L to R) ROW 1 (seated): Glenna
Shogren Briant, Curt Haney, Pat Swanson
Kreuziger, Lloyd Bakke, Marilyn Saure
Breckenridge, Marie Gjerde Schlink, Winnie
Nordlund Anderson, Bruce M. Westphal, ROW
2: Jim Holden, Phyllis Acker, Verna Stokke
Tweiten, Judy Fosse Snider, Carol Oversvee
Johnson, Leola Dyrud Furman, Pat Nordlund
Toussaint. ROW 3: Rolf Peterson, Keith Leiseth,
George Larson, Larry Gallagher, Ted Botten,
Arlan Johnson, Dennis Kalpin.
class
G@
class of 1976 (L to R) ROW 1 (seated):
Randy Casper, Sheryl Lium Wilhelm, Sharon
Follingstad, Joyce Larson Brown, Deb
Thomson Grant, Jane Litzau Stritesky, Janet
Nelson Anderson, Steve Olson. ROW 2:
Minda Grist Squadroni, Peggy Pepper
Casper, Diane Forsberg Anderson, Belvin
Doebbert, Janice Sedgwick Larson, Wendy
Hoversten Larson, Susan Donart, ROW 3:
Warren Hawkins, Gary J. Andersen, Joel
Squadroni, Steve Reinarz, Debbie
Harshman Forsythe, Doug Nelson. ROW 4:
Tim Peterson, Timm "Titus" Peterson,
Randy Lundell, Dean Myers, Ken Larsen,
David Halaas.
of 1991 (Lto R) ROW 1 (seated): Phillip Smith, Greg Schnagel, Mark
Brodin, Tomm Hanson, David L. Johnson, Agbeko Agbenyiga. ROW 2:
Margaret Buczynski, Tasha Topka Kallal, Kristin Dragseth Wiersma,
Kristen Hirsch, Carla Asleson, Darbi Worley, Cathy Springhorn.
Class
W
photo of your reunion class, contact the
Alumni/Parent Relations office at 612-330-1178 or 1-800-260-6590.
To order a 5x7
Cost is $7.SO/photo.
Winter 2001-02
,4ucs¡unc ruow
21
1
m
Saving the real "Private Ryan"
939
The Rev. Palmer Wold and Ruth
(Gudim)'41, Mankato, Minn.,
recentiy celebrated their óOth
wedding anniversary They have five
children, 10 grandchildren, and
1999, Chester Brooks'42 attencled a paratrooper reunion in
Green Bay, Wis., where he learned he had parricipated in a World
War lI n-rissron that 1ed to the recovery of soldrer Fritz Niland-the
real "Private Ryan" from the film SavingPrivate Ryan.
Wolds retired to Mankato after 51
years of active ministry in the
Lu¡heran Church, and spend their
winters in Mesa, Ariz.
Philip Horne, Palo Aho, Calif.,
and his wife, Eveiyn, returned to
Minnesota this past summer to
visit his sister, Thea (Horne)
1945
B. R. Quanbeck and Helen N.
London.
1954
"l volunteered
Lloyd E. Peterson, Pewaukee,
Wis., retired in 19BB after 3I years
Lorraine
(Osberg)
Stickney,
becanse
it was something different," Brooks
and Jean
22
Lutheran Church.
4UCS¡URC ruOW
ñ
Chester Brooks'42, pictured
here with his bride, Ebba
(Johnson) '42, participated in a
WWll mission that Ied to the
of the real "Private
says.
"I thor-rght if I was going to be in the Army,
While waiting to return to England rn July, a declaration to avoìd the
wipeout of an entire family during war was made. Sergeant Nlland,
one of four children, was approached by Chaplain Sampson and
inlormed that two of his brothers had been killed and the third taken
prisoner. Niland would be returning home. Niland insisted that he
wanted to stay, that hls family was with the paratroopers. As Brooks
describes it, ln the paratroopers, you depend strongly on one another.
a
L)
(Amland)'65, Willmar, Minn.,
aL Calvary
tr'¡
grounds, Brooks' men discovered that other American troops, the 506th regiment, were nearby This
regrment, which included Sergeant Fritz Niland, returned to the farm with Brool<s and his men. For several
days, listening to BBC Broadcast radio, the men soon learned that
o
o
Carentan had been taken over by ally troops. It was then that they
sr
knew it was safe to cross back to their unit.
à
1964
is the director of Christian education
8T:
Hlding his troops in the hedge of a church graveyard, Brooks sneakecl into a nearby town to determine
their location. A priest at a local church instructecl Brooks to take his troops north where the Germans had
flooded the fields. Hlding out until dark, Brooks and his troops crossed the open fields and were soon met
by the captain of the French underground, who then took the men to hrs farm. During a patrol of the
Standish, Maine,
er¡oyed spending time with family
when they led a group of 20
relatives to Norway inJune. Andrew
is director of social work at Willmar
Regional Tieatment Center and Jean
ru
Brooks, responsible for training new paratroopers, was assigned with his 50lst regiment to parachute into
Normandy the night before the ìnfamous invasion. Because their jump occurred in the mlddle of the night,
their intended target, just north of the Douve River in France, became obsolete, when the brigade landed
25 miles south of the Douve. Not aware of therr physìcal location, Brooks recalls leading his 14 men south
on the river-the opposite direction of their unit headquarters located in Carentan, France.
958
Andrew M. Berg
I
I wanted to clo something new."
of teaching and coaching at Custer
High School in Milwaukee.
Southem Maine Excellence in
TeachingAward, and in 1999 she
was named teacher of the year by
the southern Maine Sam's
Wholesale CIub.
L
U
A history major from Augsburg, Brooks deferred the clraft inJanuary lttï:tt
of 1942 to finish his degree . After graduating in June of that same
year, he enhsted in the Army and completed 13 weel<s of training in Camp Wheeler, Ga. He volunteered to
become a paratrooper and jolned the 501st Parachute Regiment of the lOlst Arrborne Division, which
required an addltional month of training.
(Nichols) '44 recently moved to
Monticello, Minn., from New
years as a high
schobl librarian and occasional
English teacher. In 1989 she was
presented the University of
e'
After the reunlon, Blooks began researching \ÀNIL Hls research
culminated in a book, The Last'Good' War. Althor-rgh not pr-rblished,
his book tncludes his personal experiences during the war, and was
written primarlly for his family
Carpenter'39.
retired in June
1999 afrer 4I
S.
NÌlancl's dar.rghter, who had traveled to the rellnion from
Anchorage, Alaska, talked to the paratroopers about her father's
experience. The youngest of lour brothers from New York, trvo of
Niland's brothers were ki1led on D-Day, r.vhile another went
n-rissing rn action in Burma and rvas presumed dead, althor-rgh he
actually survived. As dictated by a last-sr"rrviving sibllng 1aw, both
the fictional Ryan and the real Niland were ordered rescued and
taken out of the combat zone.
1940
æ
bycheriechrist
ln
seven great-grandchildren. The
1
¡¡
o
(t
Chester '42 and Ebba (Johnson)
'42 Brooks recently celebrated
their 55th wedding
anniversary,
Brooks, an Augsburg Distingulshed Alun.rnus, retired in l9B3 after
33 years with the National Park Service. He and his wife, Ebba
Çohnson) '42, recently celebrated their 55th wedding enniversary.
They live ln Duluth, Wis., and have four children (two of whom
attended Augsburg), 12 grandchildren, and one great-grandchild.
-Cherie
Chríst is a communiccttion specialist in the
public rtlations olfice
W¡nter 2001-O2
,-t
1
956
1
983
Sandra (Edstrom) Hamberg,
Dave Meslow,
Carlsbad, N.Mex., was selected as
officiated the Arena Football
League Championship semi-finaÌ
game played on nationâl TV; he
also officiates Division I coilege
football in the Atlantic Coast
the new administrator for St.
Edwards School in Carlsbad.
1
968
Diane Tiedeman, Richfield,
Minn., recently completed her
33rd year of teaching for
Bloomington Public Schoois.
1970
Dave Mikelson recently moved
his home and office to GaÌena, Ill.,
where he is an associate with
Burger, Carroll and Associates (a
management and information
technology consulting services
firm). He will be concentrating on
human services and WIC
consulting.
1974
Ward
C.
Schendel,
TaÌlahassee, Fla.,
Conference. ln addition, he is a
senior govemment sales
representative for 3M, where he
was previously a college reìations
recruiter and helped develop the
cooperative education program.
Douglas Nakari, Finland,
Minn., is business mânager at
Wolf Ridge Environmental
Learning Center; his wife, the
Jean Taylor, Eagan, Minn., was
1984
named president of Täylor
Corporation in October; she was
previously the company's
executive vice president. She is
also a member of Augsburg's
Board of Regents, where she
serves as chair o[ the Marketing
Committee.
Beth A. Zeilinger, Lino Lakes,
Minn., was invited to share her
personal refìections on how her
faith has provided a foundation
for her life and her life's work in
the October issue of Lutheran
'Woman Today.
She is vice
president of operations at the
Upcoming reg¡onal alumni gatherings
son, Christopher.
Êq
L
Green ValleyÆucson, Arizona . March 14,2002
At the home of Herb '54 and Corrine Chilstrom
Cit¡ Arizona. March
L5,2002
11 a.m.-2 p.m. at the home of Borgie Rhol1 Gabrielson'47
Chicago, Illinois
. March 16,2002
follow.
Naples, Florida
. March
alumni
24,2002
NT!]IIIIIMTZ
Discover Norwegian
Treasures and Heritage
The Augsburg Coliege Alumni Association Awards and Recognition
Committee seeks your assistance in identifying members of the
Augsburg community to be considered lor recognirron for the
following awards:
Join President and Mrs.
William V Frame and
Minn., was named executive
director o[ Schools for Equity in
Education (SEE) in August. For
Professor Frankie Shackelford
Jnne L3-24,2002. Ca1l the
First Decade Award
the past 1I years, Lundell has
provided policy development and
Iobbpng servìces for a variety of
education-related organ izations,
alumni office at 612-330ì ì78 or .t-800-2ó0-o590 for
more information.
Spirit of Augsburg Award
1979
Sharon Lak¡n Upton, Raleigh,
N.C., is the new director of
development research at North
Ca¡oÌina State University
Winter 2001-O2
will be a dinner
CaII 1-800-260-6590 Jor more details on these events.
1975
SEE.
Augsburg âlums gathered
at the Oyster Bar in New
York city in september'
The Augsburg Concert Band will perform at Emmanuel Lutheran Church at 7 p.m. There
for band members, alumni, and friends prior to the concert.
Brad Lundell, Minnetonka,
including
9\
Gospel Praise, Augsburg's jazz and gospel ensemble, will perform during
the 10:45 a.m. worship servlce at Vrnje Lutheran Church followed by a
luncheon for Augsburg alumni and friends.
The Augsburg Orchestra wlll perform, lollowed by a reception for
and friends. More details on locatlon will
Iicensed attorney, Schendel also
holds the CPCU designation. He
and his wife, Catherine, have one
o
3
o
Willmar, Minnesota . February 24,2002
formation of The
Integrity Têam, a
Federation, the Institute for
Global Ethics, and hosts the radio
program Commentary Friday. A
985
1
Zion Lutheran Church.
Sun
active ìn the International Coach
Rev.
Lynda Hadley, serves as pastor of
Roseville, Minn.,
recently
announced the
professional coaching and business
ethics consulting practice. He is
National lnstitute on Media and
the Family in Minneapolis.
on a journey through Norway
Upcoming Norway Tour
Information Meeting
February ì0, 2002, 2 p.m
Marshall Room
Christensen Center
RSVP required; please call one
oJ the numbers
listed
above
.
Distinguished Alumni Award
To rnake a nomination online or to view the description/criteria for
each award, go to <www.augsbr"rrg.edu/a1umni,/nomform>.
To recieve a nomlna[ion packet, contact:
Office of AlumniÆarent Relations
Phone: 612-330-1 t78 or I-800-260-6590
E-mail: alumni@ar-rgsburg. edr-r
The deadline for nominations for 2002 is March 15,2002
4ucs¡unc n¡ow
23
Class Notes
m
Geoffrey Carlson Gage:
Creating his own path by Lynn Mena
Two years ago, Geoffrey Carlson Gage '89 fulfilled a llfelong dream and started his own advertising agency, Geoffrey
Carlson Gage LLC. Located on the edge of Lake Minnetonka in Excelsior, Mìnn., GCG is a cozy and whimsical suite
of offices, housing Gage and three other employees.
linn as a "traditronal advertising agency with an In[ernet twist." He prides his agency wrth offering
uniquely personable, strategically creative, print and electronlc sen.rce combrnation. "Itb our goal to become as
seamless and integrated with our client as possible, in essence becoming their brand advertising department or a
complementary extension of their existing internal department," Gage says.
Gage describes his
a
Geoffrey Carlson Gage '89
Prior to starting CGC, Gage was corporate communications manager at his father's company, Gage Marketing Group.
Before rhat he was a copyr,vriter for Campbell Mrthun Esty.
Growing up, Gage lvas blessed with strong mentors, inclr,rding his grandfather, Carlson Companies founder Curt
Carlson, and his mom and dad, Barbara and Edwin "Skip" Gage. As a student at Augsburg in the 1980s, Gage's entrepreneurial spirit was clearly evrdent
He sold, developed, and created advertising for the student-run newspaper, the Augsburg Echo, and also developed a campaign to increase attendance at
Augsburg hockey games. In addition, he landed an internship durÌng his junlor year at a small Minneapolis agency ca11ed Grant and Palombo
Advertising, which secured his love for advertising.
Today, Gage continues to stay actively involved
with the College, generously donating both his time and resources. He most recently sewed on the
Augsburg N ow Alumni Advisory Committee.
Gage fulfilled another lifelong dream when, along with his father and his brothers Rick and Scott, jolned the ownership pool of the Minnesota Wild
hockey team. "lt has been really fulfilllng to be part of bringing NHL hockey back to Minnesota where I'm completely convinced it belongs," Gage says.
Gage and his wife, Kelly, a successful art historian and co-owner of CGC, have a son and a daughter-6-year-o1d twrns. He credits fatherhood
with
adding perspective to his life . "As adults, 1 think we frequently overcomplicate things ... seeing the world through the eyes of our kids rea11y helps me
clearly focus on the essence of life." For Gage and his family this "essence of life" is a motivating factor for their extenslve involvement with the
community, including their church, St. Therese of Deephaven, and numerous charities.
he'11 be able to look back and feel that he made a difference in people's lives "The most satisfylng aspect of what I'm dolng is
spending the hours God has blessed me with each day dolng something that I love and am glfied at," Gage says. "If I can look back at our buslness and
know it made a positive difference in my 1ife, the lives o[ our employees, and the lives of our clients, then the time and effort it took startlng and
building this business will have been worth rt."
Ultimatel¡ Gage hopes
To contact Geofftey Gage,
1
or to learn more abouthis comp(uly, go online to <www.gcgage .com>.
988
Mark Cummings, Belle Mead,
NJ., is vice president of sales for
NaviSys, an insurance software
compâny He previously held
several positions at Prudential.
Michael F. Larson, Bosron,
accepted a position as a clinical
instructor in the child and
adolescent psychiatry department
at Haward Medical School. He also
serves as an attending psychiatrist
at Somerville Hospital and has
been elected to a three-year term
on the Board of Directo¡s of the
New England Council on Child
and Adolescent Psychiatry He has
pubÌished several book chapters,
which appear in a comprehensive
series of online medical texts at
<eMedicine.com>.
a
,4ucsnunc n¡ow
1
990
1991
f 993
Karen J. Reed,
Patricia (Noren) Enderson, Elk
Dana Ryding, Coon Rapids,
Atascadero,
Calif., was a
presenter at. the
River, Minn., accepted a position
as marketing coordinator
Minn., married Jeff Martin in
June. She and her husband teach
in the Mounds View Schooi
National
America Music
Therapy
conference in October (held in
Pasadena). A music therapist at
Atascadero State Hospital, she
spoke on the use of gospel music
with the forensic psychiatric
population.
Velda Stohr, White
Bear
Township, Minn., received a
Master of Arts in Human Resource
Development with a certÍfÍcate in
instructional design from the
University of St.Thomas.
for
Dealers Group, Inc., in Brooklyn
Park. She is also working toward
master's degree in business
communication at the University
of St. Thomas.
a
1992
Matthew L. Maunu, St. Cloud,
Minn., received his doctorate in
medicine from the University of
Minnesota School of Medicine,
and completed a five-year surgical
residency at the University of
South Alabama College of
Medìcine in Mobile. He is a
general surgeon with CentraCare
Clinic in St. Cloud.
District at Bel Air Elementary.
1994
Amber (Meier) Tarnowski
reports that'Augsburg prepared
me weli" for postgraduate studies
at Queen's University in Canada.
She is in her first year in the art
conservation master's program,
speciaÌizing in archaeological
artifacts.
Sara Trumm, Minneapolis,
recently became program
coordinator for Luther Seminaryb
Global Mission Institute.
Winter 2001-02
M
Meet the Augsburg Class of
2002 and recent grads at the
second annual
Augsburg Alumni Job Fair
Tuesda¡ March 12, 2002
5-8 p.m.
Christensen Center Lobby
Täke advantage of this
opportunity to match the talents
and experience of Augsburg
graduates
with the needs of
your compan)¿ Call Alumni
Relations at 612-330-117 B to
reserve your table space.
f995
Dawn C. Van Tassel, Richfield,
Minn., recently became an
associate at the law firm Maslon
Edelman Borman 6¡ Brand, LLP
She is a member of the firm's
litigation team, specializing in
complex commercial disputes and
business to¡ts.
1
Laura (Paul), Minneapolis,
married Andrew Newton in
September 1999; she is an urban
tribal representative and Indian
child welfare social worker for the
Mille l¿cs Band of Ojibwe.
Jeanne Nicole Ramacher,
September 2000.
1997
Laura Schreifels, Minneapolis, is
an athletic t"rainer [or Visitation
High School, she also works at
United Hospital.
998
Ânn (Rohrig) Bainter,
Stow,
Ohio, accepted a position as rhe
foster home developer for the Bair
Foundation, a Christian
therapeutic loster care agency She
and her husband celebrated their
second wedding anniversary in
August.
Heather (Larsen), Brooklyn
Park, Minn., married Wayne
Johnson in November 2000.
August "Auggie" Negele,
Goose Creek, SC, married Lisa
(Daniels) '99 in August 2000. He
is an officer in the Navy and is
finishing training ro become a
nuclear engineer on a submarine.
Winter 2001-02
grandmother Gwen (Johnson)
George Ho '91 and his wife,
Krapf '58.
Beryl, Greenbelt,
Sue (Moenck) '90 and Jerry
Troutman, Minnetonka, Minn.a daughter, Renee, in November
2000. She joins older sister Elsie.
Joelle (Audette) '91 and Tom
Hilfers, Colorado Springs,
Victoria Sadek, W
Colo.-
Joshua Thomas, in
August. He joins older brother
Cameron, 2. Joelle and Tom own
a son,
Top Dog Daycare.
Md.-a
son,
Gregory, inJuly Ho received his
Ph.D. in space physics from the
University of Maryland in l99B;
he is a research scientist at Johns
Hopkins University's Applied
Physics Laboratory
Rebecca (Leininger)'99 and
Jason Walters, St. Michael,
Minn.-a
daughter, Madelyn
Diane, in September.
She
joins
older siste¡ Samantha, 2.
Minneapolis, is a health educator at
the University of St. Thomas.
tItrltif.ilfTt
Sr. Paul, is
pursuing a graduate degree in
teaching at St. Mary's in Winona.
She married Craig Berre in October
2000 and work as an English
teache¡ and department chair at
Minnesota Business Academy
2000
Augsburg Athletics
Alumni can now hear live coverage of Augsburg athletics from anywhere
in the world through the lntemet!
On game days, fans can go to Augsburgb athleûc Web site at
<www.augsburg.edu/athletics> and click on the live audio link to find
the link to the live spofiing event broadcast that day Future cybercasts
will include numerous winter and spring sporting events.
Carrie D.
Nelson,
Sr.
Louis Park,
Minn., is
director of
996
Lynnel (Wakef ield), Eagan,
Minn., married Ian Taylor in
1
He graduated from the Naval
Nuclear Power Tiaining Command
in April, and graduated f¡om the
Naval Nuclear Prolotype Training
Unit in November.
therapeutic
recreation at
Bloomington
Health Ca¡e and Rehabilitation
(pictured above, Carrie Nelson'00
and her fiancé, Cory Bock'98).
Chris Steffen, Andover, Minn., is
pursuing a graduate degree at the
University of Minnesota School of
Public Health, and has spent the
last year conducting neuroscience
research at the University of
Minnesota.
TUESDAY. IANUARY 15
DIXIE'S CALHOUN, 2730W. L¿ke St., Minneapoiis, 612-9205000
Auggie Hour, 5-6:30 p.m. Faculty host: Tom Morgan, interim vice
president for admissions and enrollment services.
TUESDAY. FEBRUARY 12
VINE PARK BREWING CO.,242 West Seventh St., St. Paul,
651-228-1358
Auggie Hour, 5-ó:30 p.m.
Auggie Conversations, 6:30 p.m., featuring Chris Kimball, dean of
the College, and Kristin Anderson, associate professor of art.
MARCH
II
200r
SHERLOCK'S HOME, 11000 Red Ci¡cle Dr., Minnetonka,
Cassandra Herold, Fargo,
952-931-0203
N.Dak., was appointed to the
Minnesota String and Orchestra
Auggie Hour, 5-6:30 p.m.
Teachers Association; she is an
Auggie Conversations, 6:30 p.m., featuring Cass Dalglish,
elementary orchestra teacher in the
Willmar School District.
associate professor of English.
APRIL 23
AUGSBURG COLLEGE, Minneapolis Room
Births/Adoptions
Caroline (Krapf ) '87 and Brian
Clifford, Hellertown, P¿.-¿ 5en,
Curtis William, in March. He
joins older brother HaydenJoseph
and is welcomed by his
Auggie Conversations, noon luncheon featuring John Cerrito,
assistant professor of business administration/MIS.
SATURDAY, MAY
II
AUGSBURG DAY AT COMO PARK, wrap up a grear year of fun
and conversation; watch your mail for more information.
4ucssuRcirow
25
I
Carl Chrislock, alumnus and
professor emeritus, dies at 84
t
Cälå".u,,
1937 Augsburg
graduate and
professor emeritus
EE
of history died in
September after a
courageous battle
with cancer.
Chrislock joined the history
department in 1952, where he remained for
34 years. In addition to teaching and
research, Chrislock served as department
chair. In the 1960s, he played a key role in
restructuring the history program, reducing
its emphasis on European history in favor of
the non-Western world and seeking to
provide history students with a variety of
seminar opportunities.
ln addition to numerous scholarly
articles, Chrislock's published materials
include From Fjord to Freeway , a centennial
history of Augsburg College, and The
Progressíve Era in Minnesota, for which he
received a Merit Award from the State and Local
Association of American Historians.
Chrislock is a two-tlme recipient o[ the
Minnesota Historical Society's SolonJ. Buck Award
for articles inMinnesotaHistory, and is a 1986
Distinguished Alumnus of Augsburg. He was also
most of his life. He was president of the First
National Bank of Cedar Falls (now
Norwest/Wells Fargo) until his retirement in
1979. He was also founder, and president for
two years, of the Midway Bank (now Union
Planters Bank)
in Cedar Falls.
Messerer was inducted into the Augsburg
Athletic Hall of Fame in 1975. As a student,
he was a member of the College's football,
basketball, and baseball teams. In 1937,he
and two classmates founded a student-run
athletic support group that later evolved into
the Alumni A-Club, now one of the largest
athletic alumni organizations in Minnesota.
Both Messerer and his wife, Lucille, have
been active supporters of the College,
26.4UCSSUnCNOW
victim of the
September 11
terrorist attacks,
dies at 57
I
named the Augsburg Distinguished Faculty
Membe¡ of the Year by the 1971 graduating class,
and was included on the University of Minnesota's
1994 roster of Alumni of Notable Achievement. In
addition, he was chosen as one of the Outstanding
Educators of America, selected for his exceptional
service, achievements, and leadership in the field
t. Col. Dean E.
LMattson
died
September 11, a victim
of the terrorist attack at
the Pentagon in
Washington, D.C. A
1966 graduate o[
of education.
Chrislock was frequently consulted by the
media for his expertise on issues relating to
Minnesota history and politics. He was a member
of the American Historical Association, the
Augsburg, family
members and friends
describe Mattson as a
devoted family man who never liked to boast
about his position as an Army officer at the
Organization of American Historians, the
Minnesota Historical Society, and the NorwegianAmerican Historical Society. After his retirement in
1986, he was active as a teacher with Augsburg's
College of the Third Age.
Pentagon.
Hoyt Messerer, alumnus and
active supporter of the College,
dies at 83
lJ on Messerer, Class of 1939, died in May
I lin Cedar Falls, Iowa, where he had spent
Dean Mattsotl,
endowing scholarships for musicians and
physical education students. In addition to
support for his alma mater, Messerer also
supported the University of Northem lowa's
Athletic Club, which he helped originate in
1963. He was also instrumental in UNI's
building of the UNI-Dome a quarter-century ago.
Messerer was past president of the Cedar
Falls Chamber of Commerce, a founder of the
Industrial Development Association (now Cedar
Falls Industrial ParÐ, and a charter and
founding member of the Cedar Falls Country
Club. He was also a well-known football and
basketball official in northern lowa.
In June, Augsburg posthumousþ honored
Messerer at a ceremony that included the official
The Rev. Mark E. lHall'77 officiated at a
memorial service for Mattson Sept. 29 at Luck
Lutheran Church in Luck, Wis. Major General
Anders Aadland presented posthumous U.S.
Army awards, including the Purple Heart.
Senior Executive Services OfficerJoel Hudson
spoke on behalf of the Pentagon staff. A
military honor guard, legion gun salute, taps,
and U.S. Army Ilag presentation followed the
service.
Mattson was born March 30, 1944, in
Laketown Township, rural Luck. He graduated
from Luck High School in 1962 and went on to
study religion and education at Augsburg. After
graduating in 1966, he was drafted into the
Army and served in German¡ Japan, and
Vietnam, but was sent back to the United States
after becoming ill with malaria. After
recuperating, he continued to work with the
govemment, and served in the Pentagon for 15
years. At the end of December 2001, Mattson
would have retired from the Army after serving
his country for 35 years and achieving the rank
of lieutenant colonel.
Although most recently a resident of
Alexandria, Va., Mattson kept in close contact
with family members in his hometown. "He
was dedicated to his family and regularly
visited his home and relatives," said Rev Hall.
dedication of the Hoyt Messerer Fitness Center
in Melby Hall (see p. 2).
Winter 2OO142
,)
Fritjof "Fritz" E. Christensen
'28, Northfield, Minn., died in
October; he was 94. He began his
academic career teaching high
school physics, and later taught at
Augsburg, where he helped
establish the physics deparrment.
In 1953, he joined the St. Olaf
College physics faculty, serving
until his retiremenr in 1972. He
also served as a physicist at
Honeywell, the Veterans
Administration Hospital, and
served as director o[ the Center for
Educational Apparatus in Physics
ât the American Institute of Physics
in New York.
The Rev. C. Rodney
Rosengren'44, Duiuth, Minn.,
died in October; he was 87. He
most. recently served at. First
Covenant Church in Virginia,
Minn., where he retired in 1979.
He also served parishes in Cokato,
Minn., and Ripon, Calif. After
retirement he served as an interim
pastor in various congregations.
Arnold H. Huus'48,
Richfield,
Minn., died in October; he was
80. A decorated World War II
veteran, he .joined Gamble-
Skogmo Company in 1928 as an
accountant, and eventually ran the
entire computer department. He
also worked as an accountant and
controller for Sweden-House,
Country Kitchen, and Magnetic
Data, where he became their first
retiree.
Carl K. Benson '51, Willmar,
Minn., died inJune; he was 71.
He was instrumental
in
developing the Anderson-Nelson
Athletic Field in the I9B0s,
serving as co-chairman on the
development and [undraising
committee. He was also active in
the county and state Democratic
Party and was named 1992 Grass
Roots Volunteer of the Year
Talvryn Tischer'59, Eau Claire,
Wis., died in October; he was 64.
He was a high school physical
education teacher and coach for
30 years, retiring in 1993. He was
an avid woodworker, gardener,
and reader; he especÍalìy loved
spending time with his family at
Lake Superior.
Donald D. Ronning'65,
Stiìlwater, Minn., died in March
2000; he was 56. He retired from
and photos!
Street address
Please tell us about the news in
your 1ife, your new job, move,
marriage, and births. Don't forget
to send photos!
City
For news of a death, lvritten
notice is reqr-rired, e.g. an obituary,
funeral notice, or program from a
memorial semce.
Send your news items, photos, or
change of address by mail to:
ls
this a new address?
women, and at the time of her
death, was working for the U.S.
Labor Department to open its new
Center for l-abor Exchange in
Wells, Minn., died in August of
cardiac failure; she was 54. An
elementary and adaptive physical
education teacher for the past 14
The Rev. Werner Kauuova,
years, she was an advocate for
creating opportunities for girls in
sports. She had coached girls'
tennis teams in Wells since 1978,
and was a member of the
Minnesota Tennis Coaches
.{ssociation (past president) and
the United States Tennis
Association. She taught at
Mahtomedi High School from
1969-78, where she started the
girls' g¡rmnastics program. She
was inducted into the Augsburg
Athletic Hall of Fame in 1996.
Linda Jean Taege '76 died in
August after contracting malaria in
Tanzania, where she had been
Windhoek, Namibia (Africa), died
in August. He was a program
coordinator and adjunct professor
for Augsburg's Center for Global
Education. He also served as
pastor of a Windhoek area
church.
Other deaths:
Robert H. Olesky'50,
!
Dallas,
died in March; he was 75.
Richard A. Northfelt'52,
Crystal, Minn., died inJuly; he
was 71.
Myron T. Asplin '57, Dassel,
Minn., died in October; he was 66
Robert Warner Zinn'61,
Saratoga, Calif., died inJuly.
Class
year or last year attended
zip
State
tr Yes
es Salaam
to improve the lives of Tanzanian
Tartzania.
No
Posltion
ls spouse also a graduate of Augsburg College?
Spouse name
five years. She worked cÌosely
with the people of Dar
Dallas (Ahrens) Hagen'69,
E-mail
Home telephone
Employer
ìiving and working in the capital
city of Dar es Salaam for the past
Maiden name
Full name
Send us your news
his 33-year
teaching career
in 1998; his
love for
constmction
developed into
a log home
constn¡ction business just prior to
retirement.
!
Okay to publish your e-mail address
Work telephone
n Yes n No
lf yes, class
Maiden name
Your news:
Augsburg Now Class Notes,
Augsburg Co11ege, CB 146,
221I Riverside Ave., Minneapolis,
MN, 55454, or e-marl lo
<alumni@augsburg. edu>.
Winter
2OO1-O?
,4ucsnunc ruow
27
o
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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
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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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Show less
8
Augsburg College Catalo!
2002-2004
AUGSBUR
C O L L E G E
OFFICIAL PUBLICATION OF
AUCSBURC COLLEGE
221 1 Riverside Avenue
Minneapolis, M N 55454
(61 2) 330-1000
This catalog should answer
most questions students have
about Augsburg College and
i t s curriculum. Although
information was c... Show more
8
Augsburg College Catalo!
2002-2004
AUGSBUR
C O L L E G E
OFFICIAL PUBLICATION OF
AUCSBURC COLLEGE
221 1 Riverside Avenue
Minneapolis, M N 55454
(61 2) 330-1000
This catalog should answer
most questions students have
about Augsburg College and
i t s curriculum. Although
information was current at
the time of publication, it i s
subject to change without
notice. The written policies in
the catalog are the College
policies in force at the time
of printing. It is the responsibility of each student to
know the requirements and
academic policies in this
publication. If you have
questions about anything in
this catalog, consult
Academic Advising, a faculty
adviser, the dean of the
college, or the registrar. Key
offices are listed on page 8
for correspondence or
telephone inquiries.
Published May 2002
n ureeuriy
from the President
I hope you are looking at this catalog
because you've enrolled at Augsburg College.
If so, welcome! All of us hope you find, in the
course of your study, a rising enthusiasm for the
work, a clariifylng definition of the vocation to
which you feel called, and a confident satisfaction
that you have rightly chosen Augsburg as the
community in which you will spend time for the
next several years.
If you're dipping into this volume to
find out about Augsburg College and the
education it offers, welcome to these pages! May
E
they convey the fundamental character of our
6
mission: to provide an education especially
serviceable in the contemporary world because it has been designed in the midst of and in full
contact with the critical social, economic, religious, and political phenomena of the modern city.
This education, however practical and professional, will be serviceable over the long haul only to
the degree that it respects and pursues certain of what Martin Luther called "the fine liberal
arts," and it will be exciting to the degree it is offered for the sake of improving both its
students and the world itself.
O
-?
-
Y
h
h
The study you are undertaking at Augsburcjor thinking of undertaking-will occur on a
small campus in the core of a great city; it will be led by faculty preoccupiedwith your welfare
and the emergence and refinement of your vocational plans.
As you join the enterprise, or consider doing so, please know that those of us who await
you here find the College an exciting setting, full of diversity and yet possessed of a community
dedicated to higher learning and good living, in which you can set off in new directions and
from which new destinations are reachable.
Bon voyage!
Sincerely yours,
,
William V. ~ r a h e
President
I1
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I
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Academic Calendar - 4 7
]
Directory - 8
I.
'
Introducing Augsburg - 9
,L:
I'
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.
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Undergraduate Admissions 19
Day Program - 20
Weekend College - 21
Financing Your Education - 25
Student Life - 41
I
Academic Information - 53
lepartments and Programs - 89
Includes majors, minors,
and course descriptions
I
College Information - 279
Board of Regents - 280
ELCA, Education Division - 281
Faculty and Administration- 282
Faculty Emeriti - 298
Maps - 301, 302
I
Index - 304
For dates referring to academic registration deadlines, please reference the
ACTC newspaper.
Fall Term 2002
Summer....................................... F a n registration
Sept. 1-3ISun.-Tues. .................... New student orientation
Sept. 4lWed. ................................Upper-class validation
Sept. 4lWed. ................................ Classes begin
Oct. 25/Fri. ...............................
Mid-term break (one day only)
Nov. 18-Dec. 6lMon.-Fri. ............Spring term registration
Nov. 28Rhurs. ............................Thanksgiving recess begins
Dec. 2Mon. ................................Classes resume
Dec. 13/Fri. ..................................Classes end
Dec. 16-19lMon.-Thurs. ..............Final exams
Spring Term 2003
Jan. 13lMon. ................................Classes begin
Jan. 2OlMon. ................................ Martin Luther King Day-no classes
Mar. 3/Mon. .............................. Mid-term break begins
Mar. 10lMon. ...............................Classes resume
Apr. 18/Fri. ..................................Easter break
Apr. 2 1lMon.................................Classes resume
Apr. 7-18lMon.-Fri. .....................Early registration for fall
Apr. 25/Fri. ..................................Classes end
Apr. 28-May 1lMon.-Thurs. .......Final exams
May 41Sun. ...................................BaccalaureatdCommencement
Tentative--consult the 2003-2004 ACTC class schedule or Augsburg Registrat's
Office for changes and for academic registration deadlines
Fall Term 2003
Summer........................................F
a registration
Aug. 31-Sept. USun.-Tues. .........New student orientation
Sept. 31Wed. ................................. Upper-class validation
Sept. 3Mred. ................................. Classes begin
Oct. 24/Fri. .................................Mid-term break (one day only)
Nov. 17-Dec. 5/Mon.-Fri. ............Spring term registration
Nov. 271Thurs. .............................Thanksgiving recess begins
Dec. l/Mon. .................................Classes resume
Dec. 1UFri. .................................. Classes end
Dec. 15-18Mon.-Thurs. ..............Final exams
Spring Term 2004
Jan. 1UMon. ................................Classes begin
Jan. 19Mon. .............................. Martin Luther King Day-no classes
Mar. l/Mon. .................................M i d - t e a r break begins
Mar. 8/Mon. .................................Classes resume
Early registration for fall
Apr. 5-16/Mon.-Fri. .....................
Apr. 23/Fri. ..................................Classes end
Apr. 26-29Mon.-Thurs. ............. Final exams
May 2/Sun. ................................... BaccalaureatdCommencement
Fall Term 2002
June 10 ........................................Registration begins*
Aug. 9 .......................................... Remote registration ends (must register in person after
this date)
...... Last day to add class, last day to drop a class without
Sept. 13 .............................
notation on record
Last day to change grade option or withdraw from class
Oct. 21 ........................................
Class weekends: Sept. 6-8, Sept. 20-22, Oct. 4-6, Oct 18-20, Nov. 1-3, Nov. 15-17,
Nov. 22-24, Dec. 6-8
Winter Term 2003
Nov. 4 .......................................... Registration begins*
Nov. 29 ........................................Remote registration ends (must register in person after
this date)
Last day to add class, last day to drop a class without
Jan. 17 .......................................
notation on record
Last day to change grade option or withdraw from class
Feb. 17 ......................................
Class weekends: Jan. 10-12,Jan. 24-26, Jan. 31-Feb. 2, Feb. 14-16, Feb. 21-23, Mar. 7-9,
Mar. 21-23, Apr. 4-6
Spring Term 2003
Feb. 17 ........................................ Registration begins*
Mar. 14 ..................................... .Jemote registration ends (must register in person after
this date)
Apr. 18 ........................................Last day to add class, last day to drop a class without
notation on record
May 18 ........................................Last day to change grade option or withdraw from class
Class weekends: Apr. 11-13, Apr. 25-27, May 9-11, May 16-18, May 30-June 1,
June 13-15,June 27-29
*Questions related to course selection or degree completion should be reviewed with your
faculty adviser a week or two prior to registration.
Tentative--consult the 2003-2004 Weekend College class schedule or Weekend
College program office for changes
Fall Term 2003
Class weekends: Sept. 5-7, Sept. 19-21, Oct. 3-5, Oct. 17-19, Oct. 31-Nov. 2, Nov. 14-16,
Nov. 21-23, Dec. 5-7
Winter Term 2004
Class weekends: Jan. 9-11, Jan. 23-25, Feb. 6-8, Feb. 13-15, Feb. 27-29, Mar. 12-14,
Mar. 26-28, Apr. 2-4
Spring Term 2004
Class weekends: Apr. 16-18, Apr. 23-25, May 7-9, May 21-23, June 4-6, June 11-13,
June 25-27
Area Code
612
Access Center .............................................................................................................
.330-1749
Academic Advising..................................................................................................... .330- 1025
Academic Enrichment ...............................................................................................
..330.1165
Academic and Learning Services ................................................................................ 330-1024
Undergraduate Admissions ....................................................................................... ..330-1001
Toll-free number .......................................................................................
1-800-788-5678
AlumniParent Relations ...........................................................................................
3 3 0 1178
Toll-free number ......................................................................................
-1-800-260-6590
Athletics .....................................................................................................................
.330-1249
Center for Learning and Adaptive Student Services (CLASS) ................................... 330-1053
Center for Service, Work, and Learning ....................................................................
330-1162
College PastorICampus Ministry ................................................................................ 330-1732
Public Relations & Communication .......................................................................... 330-1180
...............................
ConferenceEvents Coordinator ....................................... .
.
.
.330. 1107
Development (financial gifts to the College) ............................................................. 330-1613
Toll-free number ..............................................................................
1-800-273-0617
Enrollment Center .................................................................................................... .330-1046
Facilities Management ................................
.... ..........................................................
330-1104
Financial Aid (scholarships and other aid) ................................................................ 330-1046
General Information (other office numbers; business hours only) ........................... 330-1000
.................................................................................................................. 330-1649
Fax
.............................................................. .330-1628
Graduate Programs ................................... ,
Human Resources ......................................................................................................
.330-1058
Lost and Found .......................................................................................................... .330-1000
President's Office ........................................................................................................
.330-1212
Registrar ......................................................................................................................
330-1036
Residence Life (Housing).......................................................................................
3 3 0 - 1 109
Rochester Program ...............................................................................................
507-289-6142
Student Activities ........................................................................................................
330-1111
..................................................................................................
Student Government
.330.11 10
Summer Session ........................................................................................................
.330- 1046
TRIOIStudent Support Services ................................................................................. .330-13 11
Weekend College ........................................................................................................
Mailing Address:
22 11 Riverside Avenue
Minneapolis. MN 55454
Web Site:
www.augsburg.edu
330-1101
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About Augsburg - 10
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Weekend College - 12
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Rochester Program - 13
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Campus Location - 14
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Facilities and Housing - 14
Youth and Family
Institute - 16
Associated Support
Organizations - 1
Policies - 17
Accreditation and
Memberships - 17
A
t Augsburg
- - College, we believe that
the college
experience
should be a time of
- exploration, of discovery, of new experiences, and new possibilities. We also
believe that a liberal arts education is your
best preparation for living in the fastpaced, changing, and complex world of
today and tomorrow. Upon graduation, you
will be able to demonstrate not only the
mastery of a major field of study, but also
the ability to think critically, solve problems, and communicate effectively.
Selection from over 50 majors
Augsburg offers more than 50 major*
or you can create your own major either
on campus or through the Associated
Colleges of the Twin Cities (ACTC). (See
page 58 for a complete list of majors and
minors.) This five-college consortium
allows day program students to take courses on other campuses without charge while
a full-time student at Augsburg. The ACTC
includes Augsburg College, College of St.
Catherine, Hamline University, Macalester
College, and the University of St. Thomas.
Through the Weekend College
Program, 17 majors are offered.
Emphasis on values, perspectives,
experience, and skills
The heart of an Augsburg education is
the Augsburg curriculum-the College's
general education program, which structures your liberal arts studies through challenging and thought-provoking courses
requiring students to consider important
issues and examine values questions. These
Liberal Arts Perspectives include Western
Heritage, Intercultural Awareness, Human
Identity, the Social World, Christian Faith,
The City Aesthetics, and the Natural World.
At the same time, courses across all disciplines stress the skills that will serve you
for a lifetime-writing, speaking, critical
thinking, and quantitative reasoning, to
name a few.
Thanks to Augsburg's prime location in
the heart of a thriving metropolitan area,
many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense,
the resources of the Twin Cities are an
extended campus for Augsburg students.
Students who graduate from Augsburg
are well prepared to make a difference in
the world. They stand as testaments to the
College motto, "Education for Service,"
and to the mission of the College:
"To nurture future leaders in service to
the world by providing high quality educational opportunities, which are based in
the liberal arts and shaped by the faith and
values of the Christian church, by the
context of a vital metropolitan setting, and
by an intentionally diverse campus community"
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America,
named after the confession of faith presented by Lutherans in Augsburg, Germany, in
1530. Augsburg opened in September
1869, in Marshall, Wisconsin, and moved
to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first
graduation was in 1879.
-
About Augsburg 11
Early Leaders Establish a Direction
The Focus Changed
August Weenaas was Augsburg's first
president (1869-1876).
This attitude began to change after
World War I. In 1911, George Sverdrup,Jr.
became president. He worked to develop
college depaments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg admitted women in 1922 under the leadership of
Gerda Mortensen, dean of women. She
spent the next 42 years at the College as a
teacher and administrator.
Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg
Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and
businessman. The statement stressed that a
good education is also practical.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts
of education. This commitment to church
and community has been Augsburg's theme
for over 130 years.
Education for Service
Keeping the vision of the "non-elitist"
college, Georg Sverdrup, Augsburg's second
president (1876- 1907), required students
to get pre-ministerial experience in city
congregations. Student involvement in the
community gave early expression to the
concept of Augsburg's motto, "Education
for Service."
In the 1890s, Augsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and
personal Christianity This change made
Augsburg the only higher educational institution of the small Lutheran body The college division, however, was still important
primarily as an attachment to the seminary.
The College's mission assumed a double character-ministerial preparation
together with a more general education for
life in society. In 1937, Augsburg elected
Bemhard Christensen, an erudite and
scholarly teacher, to be president (19381962). His involvement in ecumenical and
civic circles made Augsburg a more visible
part of church and city life.
After World War 11, Augsburg leaders
made vigorous efforts to expand and improve
academic offerings. Now the College was a
larger part of the institution than the serninary and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modem
college program based on general education requirements and elective majors.
With curriculum change came a long effort
to become accredited.
The College reached accreditation in
1954, although many alumni had entered
graduate schools and teaching positions
long before that time.
A study in 1962 defined the College's
mission as serving the good of society first
and the interests of the Lutheran Free
Church second. The seminary moved to
Luther Theological Seminary (now Luther
Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the
American Lutheran Church.
12 About Augsburg
A College in the City
President Oscar A. Anderson (19631980) continued Augsburg's emphasis on
involvement with the city. He wanted to
reach out to nontraditional student populations, ensuring educational opportunity for
all people. During his years of leadership
the College became a vital and integral part
of the city. Also in these years, Augsburg
added the Music Hall, Mortensen Hall,
Urness Hall, the Christensen Center, Ice
Arena, and Murphy Place.
Augsburg continues to reflect the commitment and dedication of the founders
who believed:
Dr. Charles S. Anderson led the College
from 1980 to 1997. He guided Augsburg's
commitment to liberal arts education, spiritual growth and freedom, diversity in
enrollment and programs, and a curriculum that draws on the resources of the city
as extensions of campus and classroom.
Some of the accomplishments during his
tenure include instituting two graduate
degree programs, hosting national and
international figures at College-sponsored
forums and events, increasing accessibility,
and the addition of the Foss Center for
Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the
James G. Lindell Family Library.
The city-with all its excitement,
challenges, and diversity-is an unequaled
learning laboratory for Augsburg students.
Dr. William V Frame became president
in August 1997. Under his leadership, the
college has sharpened its identity as a college of the city, providing an education,
grounded in vocational calling, that provides students both the theoretical learning
and the practical experience to succeed in
a global, diverse world.
In 1999, a new apament-style student
residence opened. Major renovation of
Sverdrup Hall created space for the
Enrollment Center, h e Women's Resource
Center, and the Honors Program Suite. A
skyway link connects Sverdrup Hall to
Lindell Library.
An Augsburg education should be
preparation for service in community and
church;
Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative, and
successful citizens;
Augsburg is a quality liberal arts institution
set in the heart of a great metropolitan center.
There are now almost 18,000 Augsburg
alumni. In a world that has changed much
since those first days of the College,
Augsburg still sends out graduates who
make a difference where they live and work.
In addition to undergraduate liberal
arts and sciences Augsburg offers master's
degree programs in social work, leadership,
nursing, physician assistant studies, and
education.
Augsburg also offers graduate and
undergraduate level nursing courses as
well as supporting degree courses through
its Rochester Program based in Rochester,
Minnesota.
WEEKEND COLLEGE
Augsburg's Weekend College program
provides an educational alternative to
adults who desire college experience but
who work or have other commitments
during the week. It is a means by which
men and women may earn a baccalaureate
degree, gain skills for professional advancement, prepare for a career change or pursue a personal interest in one or more
areas of the liberal arts.
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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
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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.
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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
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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.
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58 Academic Information
International Business
International Relations
~eadershipStudies
Linguistics
Management Information Systems
ist tory
American Indian-S'idl'e's
Art
Architecture
Art History
Studio Art
Biology
Business ~dministration
Chemistry
~ommunication
Computer Science
East Asian Studies
Economics
English
Film
Health Education
mm
Accounting
Community Studies
Crime and Community
Cultural Anthropology
Social Psychology
Student-Designed
Theatre Arts
Dance and Theatre (Teacher Licensure
Major)
Transdisciplinary
Women's Studies1
Soci~?ag
SiFm w o r m
Political Science
Political Science/Economics (Teacher
Licensure Major)
Psychology
Social Psychology
Religion
Youth and Family Ministry
Russian, Central and East European Area
Studies 1
--
ACTC Majors-It is possible for day
students to complete other majors through
the Associated Colleges of the Tivin Cities
(ACTC). Students who wish to complete a
major offered at one of the other ACTC
1 Dual-degree programs with the University of
Minnesota Institute of Technology and Michigan
Technological University.
1 Cooperative program of the Associated
Colleges of the Twin Cities and agreements with
the University of Minnesota. It is possible for students to take beginninglintermediatdadvanced
courses not available at consortium colleges in
Arabic, Chinese, Hebrew, Japanese, Russian, and
other infrequently taught languages. Students register directly with the ACTC office.
Mathematics
Metro-Urban Studies
Middle East Studies
Modem Languages 1
French
German
Norwegian
Spanish
Music
Music Business
Nordic Area Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Youth and fimily Ministry
Sociology
Social Ministries
Social Welfare
Russian, Central, and East European Area
Studies
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Dramaturgy
women's S t u d i i
Academic Information 59
Several teaching licensure programs are
offered at Augsburg. Licensure is available
in kindergarten-elementarylmiddle school
education with subject area specialties in
one of the following: mathematics, science,
communication artslliterature, social studies. This is a K-8 license for teaching at the
elementary level and at the middle school
level in the specialty area. Students seeking
this licensure obtain an elementary education major with a subject area specialty.
Licensure is also available in the following
middle schooVhigh school fields: biology,
chemistry, communication artslliterature,
health, mathematics, physics, and social
studies. This license prepares people to
teach in grades 5-12. Students seeking
licensure in one of these areas obtain an
appropriate subject area major and complete secondary licensure coursework.
Finally, specialist licenses are available in
art (K-12), vocal music (K-12), instrumental music (K-12), physical education
(K- 12), and dancdtheatre with a theatre
emphasis (K-12). This license prepares
people to teach in grades K-12. Students
seeking licensure in one of these areas also
obtain the appropriate subject area major
and complete the secondary licensure
Teaching Licensure
OTHER STUDY PROGRAMS
Weekend College is not part of the
ACTC consortium, and Weekend students may not register for ACTC courses
or complete ACTC majors under the
terms of the ACTC consortium agreements.
colleges must apply through the Augsburg
registrar's office. Some majors may have a
competitive application process with
acceptance determined by the major
department.
60 Academic Information
-
-
Pre-Law-Students considering a
career in law should examine the handbook published by the Association of
Pre-Engineering-See engineering
degree and major requirements on pages
144-145.
Pre-Dentistry-These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the
University of Minnesota: ENG, two courses;
BIO 113, 114,215; PHY 121, 122; CHM
115,116 (or 105, 106), 351,352; MAT
124; PSY 105. Requirements at other universities may vary.
It is recommended that requirements
for admission to graduate schools or seminaries be reviewed and the course of study
at Augsburg planned accordingly. A faculty
adviser is available in each field to assist
students in their planning. Students who
want to plan a pre-professional program
should contact Academic Advising early in
their freshman year to arrange for faculty
advising prior to their first term at
Augsburg.
Students who plan to enter the fields of
law, medicine, dentistry, ministry, veterinary
science, pharmacy, or engineering can profit
from a liberal arts education at Augsburg.
Pre-Professional Programs
Students seeking elementary licensure
have education department advisers.
Students seeking 5-12 and K-12 licensure
have advisers in their subject area major
and in the education department. It is very
important that students work closely with
their advisers throughout their programs.
coursework. (See Department of Education
and subject area departments for more
information.)
Pre-Seminary-A student may enter a
theological seminary with any of several
Pre-Pharmacy-Augsburg has a program designed to fulfill minimum
requirements of the College of Pharmacy
at the University of Minnesota: BIO 113,
114,215,476; CHM 115, 116 (or 105,
106), 351,352; ECO 113; ENG 111, and
a second course; MAT 145, 146; PHY
121, 122; electives from human anatomy
(ACTC); and humanities, literature, and
the arts to fulfill the semester hour
requirements. Requirements at other
universities may vary.
Pre-Occupational Therapy, PrePhysician Assistant, a n d Pre-Physical
Therapy-Coursework in preparation for
these training programs should be discussed with a faculty member in the
Department of Biology.
Pre-Medicine-Many medical schools
are encouraging a liberal arts education to
prepare for study in medicine. While a
major in chemistry and biology is not
required to apply to medical schools, many
students with an interest in the sciences
choose to major in these fields.
Coursework that is required by most medical schools includes: two composition
courses, including ENG 111; CHM 115,
116 (or 105, 106); CHM 351,352; BIO
113, 114,215,367; MAT 145,146; PHY
121, 122. Courses recommended in preparation for MCATs: BIO 355,473,476;
CHM 361.
American Law Schools. Students may wish
to take law-related courses to help determine their interest in law. Pre-law students
should major in a discipline of their own
choosing; most law school entrance
requirements will be satisfied with a record
of solid achievement coupled with an
acceptable LSAT score.
-
The Honors Program at Augsburg was
awarded a National Science Foundation
Grant to establish an Honors Computing
and Communications Lab, and to put the
program on a computational footing.
Students entering the program as freshmen
are required to take an honors version of
CSC 160 Introduction to Computer Science
and Communications, which establishes
crisp computing and communications
skills at the outset of their collegiate
careers. Other courses in the program
The Honors Program is designed to
challenge and encourage the most academically distinguished students at Augsburg.
The program combines academic and cultural components with social activities.
Members of the program normally enter as
freshmen, but students may enter the program as late as the beginning of the junior
year. Students graduate from the Honors
Program upon successful completion of the
program, which is noted on the transcript.
That notation provides an advantage for
both employment and graduate school
application.
HONORS PROGRAM
Pre-Veterinary Medicine-To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, the following science courses
are required: MAT 114 or 145, CHM
1051106 or 115/116, CHM 3511352, BIO
113, BIO 114, BIO 215, BIO 355, BIO 369,
BIO 476, PHY 121/122. Other non-science
courses are also required.
different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes
REL 111, 221; at least two semesters of
history (Western civilization); one or more
courses in the history of philosophy, and
Greek in the junior andlor senior year.
Academic Information 61
-
-
Associated Colleges of t h e Twin
Cities (ACTC)-Full-time day students at
Augsburg and the St. Paul colleges and
universities of Hamline, Macalester, St.
Catherine, and St. Thomas may elect to
take a course each semester at one of the
other campuses. This program is open to
sophomores through seniors. Please reference the ACTC newspaper for more
details. No additional fee is required for
Library a n d Media CenterThrough CLIC, the Twin Cities private
colleges library consortium, the Augsburg
community has direct access to over
1,300,000 volumes.
Augsburg cooperates with other colleges and institutions in the Twin Cities
area on several programs.
INTER-INSTITUTIONAL PROGRAMS
Requirements center on full participation in the program and the maintenance
of at least a 3.3 GPA the freshman year, a
3.4 the sophomore year, and a 3.5 the last
two years. Please direct inquiries to Dr.
Larry Crockett, director of the Honors
Program, 612-330-1060.
During the junior and senior years, students take four mini-seminars (one full
course credit upon completion), one each
semester, and participate in a six-week
Monday Forum Program each term.
Seniors take a senior seminar which satisfies a perspective requirement, and are
required to complete an approved honors
project. Some seniors satisfy this requirement by serving on the Augsburg Honors
Review, a yearly journal that publishes outstanding student papers.
make use of these computing skills in laboriented sequences exploring literature,
writing, history, religion, philosophy, and
social and natural science.
62 Academic Information
Note: A maximum of one full Augsburg
course credit of military science studies
Naval ROTC-Augsburg students may
participate in the Naval ROTC program at
the University of Minnesota under an
agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the registrar's office.
Army ROTC-Augsburg day students
may participate in the Army ROTC program at the University of Minnesota under
an agreement between Augsburg, the
University of Minnesota, and the
program. For more information, contact
the registrar's office.
Air Force ROTC-Augsburg day students may participate in the Air Force
ROTC program at the University of St.
Thomas under the ACTC consortium
agreement. Students are eligible to compete
for two- and three-year AFROTC scholarships. For more information, contact the
registrar's office.
Higher Education Consortium for
Urban Affairs ( H E C U A ~ - A U ~ Sin
~U~
cooperation with 17 other colleges and
universities, offers off-campus study
semesters in Scandinavia, South and
Central America, and the Twin Cities. (See
HECUA programs on page 65.)
Weekend College students may not participate in the ACTC consortium program.
such an exchange, except for private
instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain
new perspectives, to get better acquainted
with the other schools, or to undertake a
specific course or major not offered on the
home campus. A regularly scheduled bus
shuttles students between the campuses.
Students receive advice on selecting
programs that best fit their academic,
career, and personal objectives. Assistance
is provided with application, course registration, financing, and travel arrangements.
Orientation and re-entry programs assist
students in integrating the experience
abroad into their coursework and
personal lives.
Study abroad is an integral part of several majors at Augsburg and will add an
international dimension to any academic
program. Courses abroad can fulfill major,
general education, and graduation requirements when approved by academic advisers and department chairs before departure.
Academic Requirements and Credit
An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas
experience. Through study abroad students
may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Namibia, examine Scandinavian perspectives on world
peace in Norway or thrill to the sounds of
The Magic Flute at the Viennese state opera
house. Study abroad provides opportunities to develop critical thinking skills,
strengthen language competencies, further
career paths, experience different cultures,
and gain knowledge about the increasingly
interdependent world.
OPPORTUNITIES FOR
STUDY ABROAD
may apply toward the total credits required
for graduation. Additional military science
credits beyond the one credit allowed will
be classified as non-degree credits.
The center's study programs are conducted in Central America, Mexico, and
Namibia. Students experience three distinct types of living situations: living with
other participants in a community house,
spending several days in a rural setting,
and several weeks living with host families.
They also travel together on two-week
seminars-from Mexico to Central
America, and from Namibia to South
Africa. The cost of these programs is equiv-
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place
leading to a more just and sustainable
world.
The Center for Global Education
The cost of many programs is equivalent to full tuition, room, and board for a
semester on campus. Financial aid is granted
on the same basis as on-campus study.
Cost estimates are drawn up to assist the
financial aid office in awarding aid to students studying overseas.
Costs and Financial Aid
The deadline for application is Oct. 15
for off-campus study during spring term
and April 1 for off-campus study during
fall and summer terms.
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus.
Although foreign language skills are an
asset, they are not required. Since it takes
some time to prepare for studying abroad,
students should start planning during their
freshman and sophomore years.
Eligibility and Application
Academic Information 63
--
-
-
This program introduces students to the
key issues facing the Central Americans.
For two decades the people of Central
America have been in upheaval and have
experienced fundamental social and political change. Students examine the impact of
revolution and civil war on the lives and
culture of the people and the environment
of Guatemala, El Salvador, and Nicaragua.
Course credit may be earned in Spanish,
religion, history, and economics. Augsburg
application deadline: April 1for fall, Oct.
15 for spring.
Sustainable Development and Social
Change (Guatemala, El Salvador,
Nicaragua)-Fall or Spring
This program is an intensive semester
of study and travel designed to introduce
students to the central issues facing
Mesoamerica, with emphasis on the experiences and empowerment of women.
Students engage in gender analysis of key
social, economic, political, and cultural
issues in Mexico and Guatemala, explore
the interconnectedness of race, class, and
gender, and learn first-hand from both
women and men who are involved in
struggles for sustainable development and
social change. The program offers credit in
religion, interdisciplinary studies, political
science, and Spanish. Augsburg application
deadline: April 1.
Crossing Borders: Gender and Social
Change in Mesoamerica (Mexico) Fall
alent to full tuition, room, and board for
one semester on campus, plus airfare.
(Some travel scholarships are available for
Augsburg students.)
64 Academic Information
This program examines these crucial
issues from the perspectives of the new
democracies of southern Africa. Namibia
won its independence in 1990 after decades
of apartheid South African colonialization.
South Afnca had its first democratic election in 1994. As these nations struggle to
build nationhood and deal with the legacies
of apartheid and colonialism, they are faced
with the challenges posed by the rapid
process of globalization in today's world,
the challenges posed by under and unequal
development, and the long-term project of
decolonizing the mind. Credit is available
in history, religion, political science, and
Nation-Building, Globalization, and
Decolonizing the Mind: Southern
African Perspectives (Namibia) Spring
This program introduces students to the
socio-economic and political issues of the
region with a focus on the impact of environmental policies on the lives of women
and men from varying economic classes
and ethnic groups in Mexico and Central
America. Credit is available in Spanish, history, political science, and religion.
Augsburg application deadline: Oct. 15.
Social and Environmental Justice: Latin
American Perspectives (Mexico)Spring
This intensive program of travel and
study is designed to introduce participants
to the central issues facing southern Africa.
Namibia is a nation that has recently gained
independence and is making a transition
from colonialism to independence. Credit is
available in history, religion, political science, and interdisciplinary studies.
Augsburg application deadline: April 1.
Multicultural Societies in Transition:
Southern Africa Perspectives
(Namibia)-Fall
This interdisciplinary program, with
travel to Guatemala and Ecuador, provides
an overview of history, culture, economy,
and politics of these regions. Students
study theories and models of development
and explore their usefulness in understanding the regional and global context.
Augsburg application deadline: April 1.
Politics, Development and the City:
Guatemala and Ecuador- Fall
This interdisciplinary program focuses
on contemporary Scandinavian society, culture, and language and the development of
cities, urban problem solving, and urban
life. Local, regional, and international field
study and site visits in other countries,
including the former Soviet Union, will
provide comparative perspectives on welfare states and global politics. Application
deadline: April 1.
Scandinavian Urban Studies Term:
Norway-Fall
For more information on international
HECUA programs, see the listings under
International Studies; and for non-international programs, see Metro-Urban Studies
under Interdisciplinary Studies.
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different full
semester programs in Norway, Ecuador,
Ireland, or Guatemala. All programs
emphasize the impact of the social change
and cross-cultural factors on the human
community. HECUA programs emphasize
intense language experience, internships,
and field trips.
Higher Education Consortium for
Urban Affairs (HECUA)
interdisciplinary studies. Augsburg application deadline: Oct. 15.
Selected education department students
may participate in the International
Student Teaching Abroad
The "Northern Ireland: Democracy and
Social Change" program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for
peace, and the progress being made.
Through a seven week internship, students
get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy
The program is located at the UNESCO
Centre at the University of Ulster in
Coleraine. Application deadline: Oct. 15.
Northern Ireland: Democracy and
Social Change-Spring
Through fieldwork and hands-on projects, students explore the impact of global
development on local culture and environment and the response of indigenous communities in Guatemala, with travel to Cuba
or another Latin American country.
Augsburg application deadline: Oct. 15.
Environment, Economy, and
Community in Latin America:
Guatemala and Cuba-Spring
This interdisciplinary program, based
in Quito, Ecuador, enables the student to
combine intense involvement in a community-based organization with study of the
community development process and
increase language skills. Students study
philosophical and ideological perspectives
of a variety of community agencies or
groups working with or for low-income
and other disenfranchised populations in
Latin America. Application deadline:
Oct. 15.
Community Internships in Latin
America: Ecuador-Fall
Academic Information 6
-
Service- and work-based experiential
education opportunities are closely related
to students' coursework, majors, andlor
career interests. Learning opportunities
may be in non-profit organizations,
schools, government agencies, community-
The Center for Service, Work, and
Learning is a comprehensive center incorporating an experiential educational focus
emphasizing the importance and value
for all students to engage in serviceand work-based learning experiences
throughout their college years. The
center encourages students to take advantage of Augsburg's metropolitan location
through the highly successful servicelearning, internship, and career planning
programs that link the College's academic
programs to community organizations and
businesses.
THE CENTER FOR SERVICE, WORK,
AND LEARNING
May and summer courses to many parts
of the world enable students to earn credit
through short-term travel. Contact the
Global Studies office for the most current
list of programs.
May/Summer Abroad
Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMorris. Additionally, International Partners
has student teaching options available in
Norway. Students have options for student
teaching in dozens of countries through
the International Independent School
Network. Students who teach abroad will
also do part of their student teaching
under direct Augsburg faculty supervision.
For additional information, contact the
Department of Education student teacher
coordinator.
56 Academic Information
An academic internship is a carefully
planned, service- or work-based learning
Academic Internships
The service-learning program also
works closely with the student-directed
Augsburg LINK, residence hall directors,
and campus ministry.
Augsburg's Community ServiceLearning Program provides students with
opportunities to understand and respond
to needs in the city through course-embedded service experiences. A key component
of community service-learning includes
reflection on and analysis of community
issues in order to promote personal and
educational growth and civic responsibility.
Through connecting classroom content
with service, Augsburg students learn from
and about the organizations where they
serve and deepen their understanding of
course knowledge. This dynamic and interactive educational approach employs reciprocal learning between the students and
the community. Community service-learning examples include tutoring at schools
and literacy centers, volunteering at homeless shelters, Habitat for Humanity, and
community centers, or working with cultural and environmental groups.
Community Service-Learning
The Center for Service, Work, and
Learning includes the following programs:
The underlying assumption is that a
liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds
breadth and depth to the liberal arts curriculum and assists students in making
more informed academic, personal, and
career decisions.
based organizations, small and mid-size
companies, and large corporations.
Cooperative Education is a non-credit
transcript notation for paid work experiences related to a student's major or career
objective. The goal is for students to apply
theory to practice in a work setting. Job
opportunities typically are part-time during
the academic year and/or full-time in the
summer and can begin and end anytime.
Students must register for the non-credit
transcript notation (GST 009), set learning
goals and evaluate their experience. The
director of the Center for Service, Work,
and Learning supervises co-op transcript
notation work experiences.
Cooperative Education
A maximum of four courses of internship may count toward the total courses
required for the degree.
Internships are available in all majors
and can be taken during a semester (or
Weekend College trimester), or summer
sessions. Inter-disciplinary internships are
also available. For extension of an internship beyond one term see Evaluation and
Grading on page 79.
An academic internship is approved,
supervised, and evaluated by a faculty
member in the department in which the
student wishes to earn the internship credit. Upper division internships are numbered 399 and lower division internships
are numbered 199 (see page 91).
experience where a student focuses on specific academic and individual learning objectives. Academic credit is received for
the learning derived from the experience.
A learning agreement plan, negotiated with
a faculty supervisor and work supervisor,
outlines the internship objectives, strategies, and evaluation methods.
The Master of Arts in Leadership is
based on a liberal arts approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches at situations, issues,
and problems relevant to organizational
leaders. Augsburg's program recognizes
that today's leaders need a broad spectrum
of abilities to provide them with a more
comprehensive understanding of their
world. Designed for working adults, the
program operates on alternate Saturdays.
Augsburg College offers five graduate
degree programs: the Master of Arts in
Leadership, the Master of Social Work,
Master of Arts in Nursing, Master of Arts
in Education, and the Master of Science in
Physician Assistant Studies. Catalogs for
each degree program should be consulted
for complete information.
GRADUATE PROGRAMS
Career services are available to all students. Seniors are especially encouraged to
attend the annual private college job fair
with recruiters representing business and
the nonprofit and government sectors or
the education job fair.
Career Services is committed to assisting all students with choosing majors and
making career and vocational decisions.
This process is an important part of a student's development while attending college. To aid students in this process, Career
Services provides students the opportunity
to actively participate in personal and
career assessments and one-on-one career
counseling/plaming, assists students with
internship and job search strategies, and
connects students to campus, community
and alumni resources.
Career Services
Academic Information 67
-
Within the framework of a Christian
liberal arts education, the Master of Arts
in Nursing Program is designed to prepare
nurses for advanced transcultural and community health nursing practice in a global
community and across care settings, with
particular emphasis on addressing health
A dual degree (Master of Social Work
and Master of Arts in Leadership for
Mission) is also available and is offered in
collaboration with Luther Seminary. The
dual degree is designed to meet the educational interests of people planning to serve
the spiritual and social needs of families,
individuals, and communities.
The family practice concentration prepares students to work with families and
individuals within families, across the full
range of contemporary social work practice
settings. The program development, policy,
and administration concentration has been
developed in response to the growing
demand for creative leadership and administration of policies and services that
respond to human need.
There are two concentrations: family
practice or program development, policy,
and administration. Students choose one of
the two concentrations for their program
focus. The curriculum emphasizes work
with diverse and oppressed groups, social
justice, leadership for social change and a
holistic, strengths-based, problem-solving
framework. Graduate social work classes
meet in four-hour blocks on Friday
evenings, Saturday mornings, and
Saturday afternoons.
The Master of Social Work (MSW)
prepares students for entering advanced
social work practice. The program builds
on the liberal arts base of the College and
supports the College's mission to nurture
future leaders in service to the world.
I
58 Academic Information
The Master of Science in Physician
Assistant Studies (MSPAS) is designed for
students interested in careers as health care
providers. The mission of the program is
based on a foundation of respect and sensitivity for the cultures and backgrounds of,
and is oriented toward providing care to,
underserved populations. Students are well
educated in current medical theory and
practice in primary care medicine. All
physician assistants must have a supervising physician to practice. The program is
three years long with classes held Monday
through Friday during the day
The Master of Arts in Education
(MAE) is a new program (starting Fall
2002) that offers initial licensure coursework at the graduate level in elementary
education, secondary education, and special education: EBD. Students are able to
take up to six licensure courses at the
graduate level and complete their licensure
programs with a combination of graduate
and undergraduate coursework. Students
can then apply their graduate level licensure courses to complete a master's degree
program. Students will complete their master's degrees through a combination of
MAL coursework and graduate level education coursework (total of nine courses).
Licensed teachers also can pursue special
education: EBD licensure at the graduate
level. The program is available through the
Weekend College schedule, and the admissions process begins with the Weekend
College Admissions office. For further
information, contact the Education
Department or the Weekend College
Admissions office.
disparities. The curriculum is grounded in
nursing science, public health principles,
theory-guided practice, and transcultural
care. Classes meet on an every other week
or one weekend a month basis in
Rochester andlor Minneapolis, Minn.
The Canadian program was inaugurated in 1985 with endowment from the
Mildred Joel bequest for Canadian studies.
The program supports special events and
conferences as well as student internships
and faculty activity in Canadian studies.
The goals of the program include community involvement, increased awareness of
the importance of Cana&an/U.S.relations,
and provision of opportunities to learn
directly from Canadians through visits and
exchanges.
Canadian Program
Contact the Office of Continuing
Studies at 612-330-1628 for information
about current and upcoming programs.
New programs are developed through
collaborations between academic and college departments that include Youth and
Family Institute, Social Work, Education,
and the Office of Continuing Studes.
Other organizations including the
Minneapolis and Saint Paul Public School
Districts, the Department of Children,
Families, and Learning, and the College
Board have developed programs through
the Office of Continuing Studies.
The mission of Augsburg College continuing education program is to provide
working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally,
and spiritually in their homes, workplaces,
and communities. The program strives to
meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College.
Continuing Education Program
OTHER PROGRAMS
information 69
To register for more than 4.5 course
credits, students must contact the
Enrollment Center to petition the
Committee on Student Standing unless the
following apply: cumulative GPA of 3.0 to
3.49 may take a total of 5.0 course credits;
cumulative GPA of 3.5 or greater may take
Full-time day students normally register for four course credits per semester.
Students registered for three or more
course credits in a semester are classified
as full-time students. Students registered
for two course credits are classified as halftime students.
A student must be registered for a
course to receive credit for it.
LI REGISTRATION
To obtain further information about the
program or to request a catalog, call 612330-1139 during Tuesday and Wednesday
office hours (10:OO a.m. to 2:00 p.m.). To
ask questions or to schedule a program,
call Karen A. Lindesmith, program director, at the above number.
Augsburg College demonstrates its
commitment to lifelong learning through
its College of the Third Age. For more than
25 years this program has brought classes
in the liberal arts and the humanities to
mature learners in the Twin Cities metropolitan community Approximately fifty
retired professors are available to teach one
class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists 200 classes available for group study only (Note:
For individual study, call the Admissions
Office at Augsburg College at 612-3301001.)
College of the Third Age
Academic
-
Weekend College students may add
individual classes to their current schedule
and/or withdraw without notation through
Friday after the first class weekend. The
signature of the instructor is required to
add a class after the class meets. Students
may petition the Committee on Student
Standing for permission to add a class
through the Thursday prior to the second
class weekend. There is a fee for this petition. The last day to petition to add a class
Day students may add individual classes to their current schedule and/or withdraw without notation up through day 10
of the term. The signature of the instructor
is required to add a class after the class
meets. From day 11 through day 20, students may still petition the Committee on
Student Standing for permission to add a
class. There is a fee for this petition. Day
20 is the last day to petition for adding a
class.
Although new day students may register up to five days after the semester
begins, registration is encouraged at the
regularly scheduled time. Reference the
ACTC Joint Class Schedule for the Day
school calendar and the WEC Class
Schedule for the WEC school calendar.
Weekend College students typically
register for one or two course credits each
trimester. Students registered for at least
two course credits in one term are considered full time for that term. Students registered for one course credit are considered
half-time for the term.
a total of 5.5 course credits without petitioning. All overload registrations must be
done at the Enrollment Center in person.
Please note: there is an additional tuition
charge for course loads over 4.5 course
credits (this includes combining the credit
load from both the day and WEC programs).
70 Academic Information
Office of Weekend College-412330-1782
Academic Advising-612-330-1025
Enrollment Center412-330-1046
Specific information on registration and
help with registration on other campuses
are available from these offices:
Summer session, Weekend College, and
graduate program courses are published in
separate schedules.
A joint class schedule is published each
spring by the Associated Colleges of the
Twin Cities, listing courses and their locations at the five colleges for the following
academic year. Individual school course
listings are also available through the web
and should be checked to verify the correct
meeting times and room assignment. As
some courses are offered only in alternate
years, students should also consult with
departmental advisers when planning their
academic program.
Some late course registrations may be
subject to additional late fees.
Separate rules apply to Summer School.
Rochester students may add individual
classes to their current schedule andlor
withdraw without notation through
Monday after the first week of classes. The
signature of the instructor is required to
add a class after a class meets and it must
be processed through the Enrollment
Center. Students may petition the
Committee on Student Standing for permission to add a class through the Friday
prior to the second week of classes. There
is a fee for this petition. The last date to
petition to add a class is the Friday before
the second week of classes.
is the Thursday prior to the second class
weekend.
The WEC program is not part of the
ACTC (Associated Colleges of the Twin
Students have registration priority in
their home program. Crossover registration
begins only after the open web registration
period closes for both programs. A schedule is published on the registrar office web
page. There is a special crossover registration form that must be processed at the
Enrollment Center. This registration option
is not available by web.
Day students taking over 4.5 credits
will pay the day part time rate for any
credits over 4.5 in their combined
day/WEC load (Spring day term will
include both Winter WEC and Spring
WEC). The maximum number of credits
that may be included in the day full time
tuition rate for students who cross-register
is 4.5 .
Students will be charged the rate of
their home program for courses in which
they enroll outside their home program.
The rate will be based on the maximum
credit load they are canying on any calendar date over the span of the two terms.
For example, a day program student taking
2.0 credits in the day program, and 1.0
credits in the WEC program, will be considered full time and will be charged the
full time day program tuition rate. A WEC
student taking 2.0 credits in the WEC program, and 1.0 credits in the day program,
will pay the WEC tuition rate x 3.0 credits.
Every Augsburg undergraduate student
is admitted to a "home program," either
day or Weekend College. It is expected
that students will complete most of their
degree requirements through their home
program. However, students may register
for no more than 1.0 credit per term outside their home program. Enrollment will
be based on class availability
Crossover Registration Policy
-
The primary method of registration will
be via the web through AugNet during the
open registration period. Please reference
the ACTC Newspaper for specific dates.
Day students will be issued new PINS each
term prior to registration from their
assigned faculty adviser (please reference
the Personal Info screen on your AugNet
account for your assigned Faculty
Weekend College students may register
during the designated time prior to the
start of each term.
All day students are required to meet
with their academic adviser prior to registration. Freshmen and transfer students
may register during summer for courses in
the fall. All currently enrolled day students
may register during the fall for the spring
term and during the spring for the fall
term.
Registration
Students may apply to change their
"home" program by filling out a Change of
Program form available at the Enrollment
Center. The change will take effect the following term. Changes are limited to one
each academic year.
Change of Program
Any undergraduate student taking a
graduate level course must have special
permission from the faculty director of the
program in which they wish to enroll.
Undergraduate students enrolled in graduate courses will pay the graduate rate for
those courses. Any student enrolled in an
Augsburg graduate level program wishing
to take an undergraduate course will pay
the rate of the program in which the
course if offered.
Cities) tuition exchange program. WEC
students may NOT crossover to attend
ACTC courses.
Academic Information 7
Former Augsburg students, re-admitted
to complete a degree after being away from
the College for at least one calendar year,
have a choice between using the catalog in
effect when they first enrolled, if possible,
or using the catalog in effect at the point of
re-admission. Some departments will not
accept coursework taken more than seven
to ten years ago. Students must meet all of
Re-Admitted Students
Students are responsible for keeping
the registrar's office informed of their current mailing address.
Students are urged not to abandon
courses for which they are registered
because this will result in a failing grade
on their official academic record.
Cancellation of courses or withdrawal from
the College must be completed in the
Registrar's Office. A Withdrawal from the
College form may be obtained at the
Enrollment Center. Withdrawal from
College cannot occur during final examination week unless a petition is approved
by the Committee on Student Standing.
Withdrawal from College and any consequential adjustments in accounts are effective as of the date the Withdrawal from
College form is returned to the registrar's
office.
Withdrawal from College
Once the open registration period closes, returning students registering for the
first time for the coming term will be
assessed a late registration fee. The
Enrollment Center will process all registration forms after the web closes.
Advisor). The Enrollment Center is also
available to process registration forms.
Note: Web registration may not recognize
prerequisites fulfilled in transfer work. In
these cases, please process your registration at the Enrollment Center.
72 Academic Information
All degree and course requirements
must be completed and v e d e d in the registrar's office prior to the anticipated date of
graduation (there may be no incompletes or
open courses on the academic record).
Each student must apply for graduation at the end of their junior year.
Students should apply before the start of
their last academic year to confirm remaining graduation requirements. Application
forms are available at the Enrollment
Center.
Students who enter an academic program with a baccalaureate or higher degree
should contact the registrar's office about
specific requirements for a second baccalaureate degree or for the equivalent of a
major. See page 23 in Undergraduate
Admissions-Special Students (Second
Degree).
Faculty advisers, the Academic
Advising staff, department chairs, and the
registrar staff are available for counsel and
assistance in program planning.
The responsibility for seeing that all
degree requirements are satisfied rests with
the student. All students are required to
file a graduation application with the
Registrar's Office one year prior to graduation.
GRADUATION REQUIREMENTS
the requirements in effect under the catalog they choose. Choosing to complete
graduation requirements under the current
catalog will require re-evaluation of prior
coursework, including transfer credit, to
determine its applicability to the current
catalog requirements.
3. Augsburg Seminar (AUC 101)All students who enter the College as
freshmen in the weekday schedule program must satisfactorily complete fall orientation and the Augsburg Seminar. See
the program section on the Augsburg
Seminar for a full description.
2. Completion of a MajorRequirements for each major are listed
under the departmental headings.
No more than these maximums may be
applied toward the 32 total course credits
required: two courses by independent/
directed study; four courses of internship;
and six course credits with a grade of Pass
(P). Each department sets its own limitations on the number of P/N graded courses
that may be applied toward the major and
minor programs, but normally students
may apply no more than two course credits
with P grades toward a major and no more
than one course credit with a P grade
toward a minor. The Departments of
Education and Social Work are examples
of departments that allow students to apply
more than two course credits with P grades
within the major program (two in major
field courses plus student teaching or field
work practicums).
1. Completion of 32 course
c r e d i S N o more than 13 course credits
may be in one department, except in certain approved majors: accounting (B.A.) 14; music education (B.M.) - 17; music
performance (B.M.) - 20; music therapy
(B.S.) - 17; and social work (B.S.) - 15.
Degree requirements include completion
of a minimum number of credits, a major,
the Augsburg Seminar (AUG 101), at least
one Augsburg Experience, a minimum GPA
in major(s)/minor(s) and in total course
work, residence, and general education
courses, including lifetime sports.
Requirements For Undergraduate
Graduation:
-
5. Grade Point Average-2.0 for
most majors. A minimum grade point average of 2.0 is required for all courses taken
and specifically for all courses that apply
toward a major or special program. Some
majors, licensure, and certification require
higher grades in each course or a higher
grade point average. (For example, see
licensure in education, music education,
music performance, music therapy, nursing, and social work.) See the departmental
section for details.
An Augsburg Experience integrates
experiential learning with academic learning. It demonstrates enhanced learning and
reflects research and best practices in experiential education. Approved Augsburg
Experiences meet two criteria: (1)
Integrates experiential learning with academic learning and (2) Links on-campus
learning to the goals, mission, needs or
ideas of off-campus people, organizations
and/or communities, either through community partners, professional activities,
and/or travel. Augsburg Experiences may
be embedded in designated courses that
are part of the regular class schedule or
may be completed for zero credit outside
of the regular class schedule. The length of
time required, credit/no-credit status, and
grading options for approved Augsburg
Experiences will vary
4. Augsburg Experiences-All students must complete at least one approved
Augsburg Experience as a requirement for
graduation. Augsburg Experiences highlight the College's commitment to experiential education and active participation in
the broader community, both locally and
globally Four categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships, faculty-student research, community
service, and study abroad.
Academic Information 73
-
Based on the math assessment result,
students will be enrolled in the appropriate
courses or advised on preparation for
retaking the math placement assessment.
Students may retake the Math Placement
Assessment once during their first term of
enrollment. Students are required to take
the assessments before registering for the
first term and should achieve MPG 3 by
the end of their first year at Augsburg.
Take entry level skills assessments
and satisfy requirements.
Freshmen (all students entering
Augsburg with fewer than seven college credit courses) and sophomore
transfer students with fewer than 13
courses:
Placement in writing, math, modem
languages, and critical thinking courses is
determined by the assessments. These tests
are a prerequisite for (not completion of)
graduation skills course requirements.
The entry level skills tests are inventory
assessments in:
Writing
Mathematics
Critical thinlung Modem Languages
Entry Level Skills Requirements
SKILLS COMPONENT
6. Residence-The last year of fulltime study or equivalent (no less than 7 of
the last 9 creditslrequirements) must be
completed at Augsburg or within an
approved ACTC exchange program. No
less than a total of 9 credits are to be taken
at Augsburg College. Contact the registrar's
office if an official interpretation is needed.
Some departments have a minimum number of courses that are required to be taken
in residence within the major and minor.
Consult the catalog description of the
major/minor or the chairperson of the
department.
74 Academic Information
Advanced transfer students are
required to satisfy all the Graduation Skill
course requirements, except one writing
skill course.
Those who have not passed the
equivalent of ENG 1 11 Effective Writing
course must take the entry level test in
writing. Augsburg's entry level test in writing will determine placement in an appropriate writing course.
Transfer students who enter with 13
credits or more, or an A.A. degree accepted
in transfer, are exempt from critical thinking assessments.
Advanced Transfer Students
Freshman and sophomore transfer
students will be required to satisfy all of
the Graduation Skill course requirements.
The BYU-CAPE assessment is offered
to students who have had at least a year of
Spanish, French, or German language studies in high school. The CAPE is a web
based language assessment designed to
assess and place students at the appropriate course level for language study
Students interested in waiving the modem
language requirement must complete this
assessment and place at the 311 level or
above.
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking inventory.
Effective Writing or its equivalent is
required. Students who do not satisfy the
entry level skill in writing will be required
to take ENG 101 Developmental Writing
before ENG 11 1 Effective Writing.
Freshmen should complete the writing
requirement before the beginning of their
sophomore year. Attendance the first day
of class is required for both ENG 101 and
111.
General education includes enhancement of certain skills during the years in
college. Skills related to writing, critical
thinking, speaking, and quantitative reasoning are deliberate components of certain courses. Course work in a modem
language other than your native language
is also required. Completion of the requisite courses with a minimum grade of 2.0
or P is required for graduation. Students
Graduation Level Skills
Students are also permitted to retake
the Math Placement Exam during their
first term of enrollment at Augsburg
College.
Students in MPG 1may take MAT 103
to advance to MPG 2. Students in MPG 2
may take MAT 105 to advance to MPG 3.
Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course
changes a student's MPG. A grade of Pass,
2.0 or higher is required to advance to the
next math level.
All students are required to have their
MPG determined. In some cases, students
who have transferred in a mathematics
course taken at another college may have
their MPG determined by the Registrar's
Office. All other students must take the
Augsburg Math Placement Exam, which is
administered by Academic Advising. The
exam is given during college registration
sessions and at other announced times
during the year. Practice questions and
other information are available from
Academic Advising.
Students are encouraged to advance
their MPG as soon as possible. Students
must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4
as a prerequisite.
Mathematics Requirement
-
All Writing Skill courses have the prerequisite of ENG 111, all Quantitative
Reasoning Skill courses have the prerequi-
Students whose native language is not
English and whose score is below the minimum on the ESL placement test must fulfill the English as a Second Language
(ESL) requirement. The requirement is satisfied by successfully completing the ESL
course(s) and achieving a score above the
minimum on the ESL placement exam.
Students who complete the ESL requirement fulfill the modem language graduation skill requirement. Contact Academic
Advising or the English Department for
additional information.
There is a seven-year time limit on language courses presented for transfer and
automatic waiver. Hearing students who
have demonstrated competence in
American Sign Language by passing an
approved course sequence will have fulfilled the skill.
Requirements for the Modem Language
Skill are determined by placement test. For
a language previously studied, successful
completion (minimum grade of 2.0 or P)
of one language course at your placement
level (112 or higher) satisfies the requirement. For a language not previously studied, successful completion of 111, 112 is
required (i.e. sequential courses in the
same language). Students whose placement
test is at 311 or higher will be exempted
from further language study.
are required to have two courses with
Writing Skill components (at least one
within the major) and one course each
with Critical Thinking, Speaking, and
Quantitative Reasoning Skill components.
These courses can simultaneously satisfy
skill requirements and graduation requirements for the major andlor general education perspectives.
Academic lnformation 75
Extend knowledge in liberal arts,
especially outside of one's major disciplinary field. This is done by 1) reflecting on
the importance and meaning of spirituality
in their lives and the distinctiveness of
Augsburg as a college of the Lutheran
Church in the city; 2) reflecting on diversity through intercultural awareness; 3)
reflecting on areas associated with liberal
arts, including aesthetics, human identity,
The goal of the Liberal Arts
Perspectives is to help students think systematically about what it means to be a
human. Perspectives courses should:
The General Education program consists of the first-year Augsburg Seminar for
day freshmen, the Augsburg Experiences,
the liberal arts perspectives, and the graduation skills. A primary objective is to
develop lifelong learning in the context of
the liberal arts and the mission of the
College.
GENERAL EDUCATION
Lifetime sports are non-credit courses
and are not included in the 32-course
requirement.
Two different lifetime sports are
required. Students who are not health and
physical education majors or in intercollegiate athletics may test out of one lifetime
sport. Students may demonstrate proficiency in one of a selected list of lifetime
sports. There is a fee to take the lifetime
sport proficiency test. Students must satisfy
the second lifetime sport requirement by
enrolling in a lifetime sport course.
Lifetime Sports
site of Math Placement Group 3, and all
Critical Thinking Skill courses have the
prerequisite of passing the entry level
Critical Thinking Assessment or GST 100.
76 Academic Information
-
Up to three courses in religion may
be used to meet the perspective, The
Character and Mission of Augsburg
College: The Christian Faith.
4. No student may count more than
one course from the same department in
meeting the requirements of any single
perspective emphasis area except:
3. No student will be permitted to
count more than three courses from the
same department in meeting perspective
requirements.
2. No single course can fulfill the
requirements in two or more categories.
1. A student will choose a minimum of
one course from each required perspective
category.
Students will choose from a list of
courses meeting the Liberal Arts
Perspectives, available on-line and from
the registrar's office. These choices are controlled by the following policies:
The general education Liberal Arts
Perspectives have the primary goal of providing the basis for beginning to understand what it means to be human. The
goals of the perspectives are achieved
through a variety of courses that have been
approved as meeting the criteria established for each perspective.
LIBERAL ARTS PERSPECTIVES
The General Education program should
also teach students the skills expected of a
college graduate in writing, critical thinking, speaking, and quantitative reasoning.
Develop an appreciation of the role of
service to society.
Demonstrate connections between
liberal arts and the major field of study.
the social world, natural world, and westem heritage.
Transfer students entering with 24 or
more course credits will be required to take
one course from area 1 or 2 in the
Christian Faith Perspective while registered at Augsburg.
Transfer students entering with 13-23
course credits will be required to take two
courses from two different areas in the
Christian Faith Perspective while registered at Augsburg.
Area 1 is biblical studies, Area 2 covers
Christian theology, and Area 3 includes the
study of values or religions outside the
Christian faith. Three course credits are
required to meet this perspective except for
the following:
Christian Faith (CF 1, 2, and 3 )
This perspective focuses on Augsburg
as a college of the Evangelical Lutheran
Church in America. As a college of the
Church, Augsburg accepts as a basis for its
educational program the doctrines of the
Christian faith as revealed in scripture and
the creeds affirmed by the Lutheran
Church. It consciously affirms that all students should reflect upon the Christian
Scriptures, theological concepts, ethical
values, their own faith and values, and religious concepts outside of the Christian
faith as part of becoming educated.
Perspective: The Character and Mission
of Augsburg College: The Christian Faith
THE EIGHT LIBERAL ARTS PERSPECTIVE REQUIREMENTS
Up to two courses in a year-long
sequence of approved natural science
courses may be used to meet the perspective, The Natural World.
-
-
Two course credits from different
departments are required to meet this perspective. One course is required to meet
this perspective for transfer students entering with 13 or more course credits.
Western Heritage (WH 1 and 2)
This perspective is intended to help
students critically examine tliemes (found,
for example, in literature,' philosophy, and
the arts) and events that have historically
shaped Western civilization. Attention
should be paid to the contributions of and
to critiques of Western thought by women
and ethnic minorities.
Perspective: Western Heritage
One course credit or experience is
required to meet this perspective.
The City (C)
This requirement must be covered
either by specific courses, by internship
and education experiences, or by designated
or college-approved non-credit experiences
(such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by a GST 209
seminar related to the perspective.
This perspective focuses on the
College's location in the heart of a metropolitan area. From this perspective, students should gain an understanding of and
critically reflect upon the city with its
diverse populations, cultural, governmental and economic institutions, and opportunities and challenges. In addition, students should experience the community
and should explore opportunities for service in the community
Perspective: The Character and Mission
of Augsburg College: The City
Academic Information 77
This perspective is intended to help
students understand themselves in relation
to the physical world. Their active role as
observers, explorers, and moral agents will
be emphasized. Sufficient technical training in scientific knowledge, concepts, and
methods will be provided to equip students
for critical and intelligent participation in
public debates on technical issues.
One course credit is required to meet
this perspective.
One course must focus on current theories and methods of a social science. Two
course credits from different departments
are required to meet this perspective. One
course is required to meet this perspective
for transfer students entering with 13 or
more course credits.
Social World (SW 1 and 2)
This perspective is intended to help
students learn to identify, examine, and critique social, economic, or political systems:
to understand how and why such systems
develop, to see the connections among
these systems, and to use this knowledge
as a participant in society
Two course credits from different
departments are required to meet this
perspective unless an approved one-year
sequence is taken. One course is required
to meet this perspective for transfer
students entering with 13 or more
course credits.
Natural World (NW 1 and 2)
Perspective: The Natural World
Aesthetics (A)
Perspective: The Social World
The study of a specific, non-Western
culture and how that culture has shaped
the world. One course credit is required to
meet this perspective.
Aesthetic creations convey fundamental
insights and values, express beauty, and
enhance life. This perspective focuses on
aesthetic qualities in artistic expressions by
oneself and others.
Perspective: Aesthetics
One course credit is required to meet
this perspective.
Intercultural Awareness (IA)
This perspective is intended to complement the Western Heritage Perspective by
expanding students' awareness of other
cultures. One course is required in which
students study a specific, non-Western culture and how that culture has shaped the
world. In this course students critically
reflect upon ways their own cultural biases
operate when confronting other cultures.
This perspective is intended to help
students view themselves as people with
unique abilities, values, beliefs, experiences, and behaviors.
Human ldentity (HI)
Perspective: Intercultural Awareness
Perspective: Human Identity
78 Academic Information
-
In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading
Certain courses have restrictions and
are offered on one grading system only
(e.g., lifetime sports are graded only P/N).
See P/N limitations under Graduation
Requirements, page 73.
P-graded courses do not count
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
graduation with distinction. Transfer students should be especially aware of this
kequirement.
Unacceptable performance (no
credit for the course)
Performance below basic course
standards
Meets basic standards for the
course
Achieves above basic course
standards
Achieves highest standards of
excellence
An incomplete grade (I) may be awarded when the instructor grants permission
after determining that a student emergency
may delay completion of coursework.
Students who receive an incomplete grade
should be capable of passing the course if
they satisfactorily complete outstanding
course requirements. To receive an incomplete grade, a student must file an
Application for Incomplete Grade Form
with the Registrar's Office that states the
reasons for the request, outlines the work
required to complete the course, and
includes the course instructor's signature.
The instructor may stipulate the terms and
conditions that apply to course comple-
Grades of P (Pass) or N (No credit) are
not computed in the grade point average.
0.0
1.0
Some graduate and professional
schools do not look favorably on a large
number of P-graded courses, or rank each
as a C.
Maximum number of course credits
taken P/N that may be applied to graduation is six course credits with a grade of
Pass (P).
2.0
3.0
4.0
Numeric grades are used with these
definitions:
Numeric Grades
In order to receive a grade of P, a student must achieve at least a grade of 2.0.
Students who choose the P/N option
are cautioned:
Pass/No Credit
Most courses are offered with grading
options-traditional grading on a 4.0 to
0.0 scale or the Pass/No credit system, in
which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
Student achievement in courses is measured by final examinations, shorter tests,
written papers, oral reports, and other
types of evaluation.
EXPLANATION OF GRADES
option. Any changes in choice of grading
system must be made according to dates
published each term. All changes in grading
option that are made after initial registration require the signature of an adviser or
the instructor.
Academic Information 79
Writing
Music Education (B.M.)
. . . . . . . . .17
Music Performance (B.M.) . . . . . . .20
Music Therapy (B.S.). . . . . . . . . . . .17
Accounting (B.A.) . . . . . . . . . . . . . .14
No more than 13 courses may be in
any one department, with the
following exceptions:
O Complete 32 course credits. Of these:
of three.
O Two different lifetime sports.
O Achieve a Math Placement Group score
.Modern Languages
Critical Thinking
Mathematics
D Satisfy entry level skill requirements in:
Augsburg Seminar (see page 98).
(Sophomore transfer students are
exempt from the Augsburg Seminar.)
O Complete the fall orientation and
All new freshmen and all freshman
and sophomore transfer students
must complete the following requirements prior to graduation (transfer
credit may apply to these requirements):
This quick-reference checklist is an
abbreviated version of the general education curriculum requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the
complete degree requirements that begin
on page 72. Students are advised to read
carefully the full graduation requirements
and to consult frequently with their advisers to ensure that all requirements for
graduation are met.
80 Academic Information
-
One course with a Critical
Thinking component
Two courses with Writing
components (one within the major)
the following Graduation Skills with a
minimum grade of 2.0 or P. (These
requirements may be met with courses
in the major or perspectives.)
O Complete courses designated to fulfill
following perspective requirements-one course for each perspective.
No more than three courses from the
same department may be used to fulfill
perspective requirements.
Three Christian Faith Perspectives
from different areas
One City Perspective
Two Western Heritage Perspectives,
each from different departments
One Human Identity Perspective
One Aesthetic Perspective
Two Social World Perspectives, each
from different departments
One Intercultural Awareness
Perspective
Two Natural World Perspectives, from
different departments unless a yearlong sequence is taken (CHM 100 &
101; CHM 105 & 106; CHM 115 &
116; PHY 121 & 122; SCI 110 &
111)
Cl Complete courses that fulfill the
point average in major, minor, and in
total courses completed.
O Maintain minimum cumulative grade
D Complete a major.
Experience.
O Complete at least one Augsburg
All students are required to file a
graduation application with the
Registrafs Office one year prior to graduation.
0 Complete a major.
Experience.
One course with a Quantitative
Reasoning component
One course with a Speaking component
Other maximums are described on
page 73.
0 Complete at least one Augsburg
Two Modem Language Skill courses,
other than your native language
One course with a Critical Thinking
component
One course with a Writing
component within the major
following Graduation Skills with a
minimum grade of 2.0 or P (These
requirements may be met with
courses in the major or perspectives.)
0 Complete courses that fulfill the
One Natural World Perspective
One Intercultural Awareness
Perspective
One Social World Perspective
One Aesthetic Perspective
One Human Identity Perspective
One Western Heritage Perspective
One City Perspective
Two Christian Faith Perspectives
(one Christian Faith Perspective for
transfer students entering with 24 or
more course credits)
D Complete courses that fulfill the
following perspective requirements:
D Maintain minimum cumulative grade
point average in major, minor, and in
total courses completed.
Social Work (B.S.) . . . . . . . . . . . . . .15
Music Therapy ( B . ) . . . . . . . . . . . .17
Music Performance (B.M.) . . . . . . . .20
Music Education (B.M.) . . . . . . . . .17
Accounting (B.A.) . . . . . . . . . . . . . .14
No more than 13 courses may be
from any one department, with the
following exceptions:
No more than three courses from the
same department may be used to fulfill perspective requirements.
0 Complete 32 course credits. Of these:
Ci Achieve a Math Placement Group score
of three.
0 Two different lifetime sports.
writing.
0 Satisfy entry level skill requirements in
All transfer students (entering with
13 or more credits) must complete
the following requirements prior to
graduation (transfer credit may apply
to these requirements):
One course with a Quantitative
Reasoning component
One course with a Speaking
component
Two Modem Language Skill Courses,
other than your native language
Academic Information 8
-
A course in which a grade of 0,0.5,
1.0, 1.5, or N has been received may be
repeated for credit. Courses in which higher
grades have been earned may not be
repeated for credit and a grade, but may be
audited. All courses taken each term and
grades earned, including W and N, will be
recorded on the academic record. Only the
credits and grades earned the second time,
for legitimately repeated courses, are
counted toward graduation and in the
grade point average.
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record.
Internships, independent studies, and
directed studies may sometimes last longer
than one term. When this is the case, they
must be completed by the grading deadlines within one year from the beginning of
the first term of registration. A grade of X
(extension) is given by the instructor to
indicate that the study is extended. It is
expected that students given X extensions
will continue to communicate with their
instructors and demonstrate that satisfactory progress is being maintained. A
final grade will be issued at the end of the
term in which the work is completed and
evaluated (but not longer than one year).
An instructor has the right to not grant an
extension where satisfactory progress is not
demonstrated. If the course is not
completed, a grade of 0.0 will be assigned.
tion. The student must complete the outstanding work in enough time to allow
evaluation of the work by the instructor
and the filing of a grade before the final
day of the following academic term in the
student's program. If the work is not completed by the specified date of the following academic term, the grade for the
course becomes 0.0.
12 Academic Information
Seniors-24 course credits completed.
Juniors-16 course credits completed.
Sophomores-7 course credits completed.
Students are classified when grades are
posted at the end of each term.
Classification
*Courses with 0 to 4 grade assigned
GPA = Total grade points divided by
number of credits attempted.*
The grade point average (GPA) is based
on final grades for all work at Augsburg. It
does not include credit and grade points for
work transferred from other colleges.
Courses taken on the P/N grading option
are recorded, but not computed in the GPA.
The formula for computing the GPA is:
Grade Point Average
Students who wish to take courses
without credit or grade may do so by registering for Audit (V). Full-time day students may audit a course without charge.
The charge for part-time and Weekend
College students is listed under Weekend
College Costs in the Financing Your
Education section on page 27. The signature of the instructor is required to register
an audit. Students who audit a course
should confer with the instructor within
two weeks of the beginning of the term to
determine expectations, attendance, and
any other requirements. If expectations
have been met, the course will be listed on
the transcript as having been audited. If
expectations have not been met, the course
will be listed with a grade of W.
Auditing Courses
Advanced Placement Program Test
(AP)-The Advanced Placement Program
Test may allow students who have scores
of 3 , 4 , or 5 on the CEEB Advanced
Placement Test to receive college credit for
selected courses. A score of 4 or 5 is
required on the AP Language and
International Baccalaureate Program
(IB)-Courses earned from the
International Baccalaureate program will
be considered by the College for advanced
placement and appropriate credit.
Departmental guidelines are available at
the Registrar's Office.
The APL program at Augsburg provides
several means by which students may have
their previous learning assessed for credit
recognition. The following is a brief
description of each of these means of
assessment:
Not all learning from life experience,
however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is
relevant to coursework in a field of study
within the Augsburg liberal arts cumculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
Augsburg College recognizes that learning can and does take place in many life
situations. Some of this learning may be
appropriate for credit recognition within
the disciplines that comprise the academic
program of a liberal arts college. The
Assessment of Previous Learning program
(APL) at Augsburg provides a means by
which a student's previous learning, other
than that which is transferred from another
accredited institution, may be presented
for examination for possible credit toward
the completion of a baccalaureate degree.
ASSESSMENT OF PREVIOUS
LEARNING (APL) PROGRAM
-
The Portfolio Assessment
Program-This is a credit assessment
alternative in which a faculty team completes a credit evaluation of a learning
portfolio submitted by the student. The
faculty team is composed of two faculty
members from fields of study directly related
to the student's previous learning. Students
who wish to prepare a portfolio of previous
learning for credit assessment should consult the Registrar's Office. In completing
The Registrar approves the student's
request to take the exam. Credit for departmental exams is available on a P/N basis
only, and there is a charge per exam of
$400 for a full course credit.
There is a faculty member designated
by the department to administer the exam.
There is a departmental instrument
available for the subject area in question.
Departmental Comprehensive
Exams-These are available for students
to use in obtaining credit for previous
learning if the following conditions
are met:
The College Level Examination
Program (CLEP)-This is a series of standardized tests that have been developed by
the College Board and are offered to students for a small fee at regional testing
centers. (The regional testing centers for
this area are the University of Minnesota
and the University of St. Thomas.)
Students who score at or above the 65th
percentile on a subject examination may
receive academic credit for that subject at
Augsburg College. Additional information
about CLEP tests is available from the
registrar's office and Academic Advising.
Composition examination for credit for
ENG 111 Effective Writing. Additional
credit or placement is at the discretion of
the department. Inquiries should be
addressed to the Registrar's Office.
Academic Information 8
-
Transcript credit will be recorded with
the equivalent Augsburg course numbers
as determined by faculty reviewers.
Application of this credit toward the
Liberal Arts Perspective requirements,
upper division requirements, and academic
majors and minors may be subsequently
addressed by the departments involved in
response to a formal request by the student.
Students may apply for the credit
assessment process after completing at
least four courses/credits of academic work
at Augsburg College with a cumulative
Augsburg GPA of at least 2.5. It is strongly
recommended that the process not be used
when four or fewer courses remain for
graduation. There is a non-refundable
application deposit of $200 to initiate the
credit assessment process for each course
presented in a portfolio. An additional
$200 is charged upon approval of each
course. Credit is available on a P/N credit
basis only.
The learning and skills involved are
current and could be used at the present
time.
The learning relates well to the student's educational goals.
The learning lends itself to both qualitative and quantitative measurement.
The learning has been objectively verified by individuals in addition to the presenting student.
There is documentable evidence of a
cognitive component in the previous learning experience that involved prescribed
andlor systematic study of content material
found within liberal arts coursework.
the evaluation of a student's previous learning, the faculty team applies the following
criteria:
4 Academic Information
All students whose native language is
not English must stay enrolled in ENG
217/218 until such time that they pass the
ESL placement test at 85 percent or higher.
The ESL course can be counted only twice
Near the end of each term of the
English as a Second Language course, an
objective test will be administered to all
students in the class. The score on this test
and the grade earned in the class will
determine whether additional ESL coursework is required. Usually a score of 85 to
100 and a course grade of 3.5 or 4.0 will
fulfill the student's ESL requirement.
Students whose native language is not
English must take the ESL placement test
in conjunction with the English writing
placement test prior to registering for their
first term at Augsburg. Students' placement
in ESL, ENG 101 Developmental Writing,
or ENG 111 Effective Writing will be
determined by their scores on the
Michigan test (85-100 range for exemption
from ESL) and by a writing sample.
English as a Second Language (ESL)
Maximum Credit Accepted for
Previous Learning-While Augsburg
College recognizes the validity of learning
that takes place outside the traditional
classroom, this learning must be placed in
the context of formal study in campusbased liberal arts courses. Therefore,
Augsburg places a maximum of eight
courses (about one-fourth of a baccalaureate degree) on transcript credit that is
obtained through previous experiential
learning. In compiling the eight courses of
credit for previous experiential learning, the
student may use any combination of the
four assessment processes available in the
APL Program: AP exams, CLEP exams,
departmental comprehensive exams, and
credit granted through portfolio assessment.
Students may be removed from probation when the cumulative GPA reaches 2.0.
Students placed on probation as freshmen
for having earned two zero grades may be
removed from probation if their classification changes to sophomore, if they have
not earned additional zero grades, and if
Students whose overall academic
achievement falls below a 2.0 GPA will
either be placed on scholastic probation at
the end of the term or will be continued on
probation or will be dismissed from the
College. In addition, a freshman who
receives two zero grades or a sophomore,
junior, or senior who receives three zero
grades will be considered for probation or
dismissal. However, &missal from the
College is not automatic. Each case is
reviewed by the Committee on Student
Standing. Evidence of the student's cornrnitment to academic progress is the major
consideration in deciding whether or not to
dismiss a student. Students who have a
poor academic record may be strongly
advised to withdraw before the end of a
term. Those on probation who voluntarily
withdraw from the College, as well as those
who are dismissed, must have special permission to re-enroll.
It should be noted that a minimum GPA
of 2.0 is required for graduation, with certain
majors requiring a higher minimum GPA.
The College requires that all students
maintain a 2.0 cumulative grade point
average (GPA).
ACADEMIC PROGRESS,
PROBATION, AND DISMISSAL
Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language skill requirement for graduation.
in the total number of courses required for
graduation.
than 24 course credits
than 16 course
than 7 course credits
The Dean's List, compiled after each
semester, lists students whose grade point
average for a semester is 3.5 or better.
Students must be full-time students (a
minimum equivalent of three full course
credits for a weekday schedule student or
two equivalent full course credits for a
Weekend College student), graded on the
traditional grading system, with no incompletes in courses offered for credit. Courses
taken outside of a program's calendar (e.g.,
crossover courses taken in a Weekend
College trimester term by a day student or
in a semester term by a weekend student)
are not calculated when determining the
Dean's List. If pennission is given by the
student, an announcement is sent to the
hometown newspaper of each student on
the Dean's List.
Dean's List
Senior -24 or more course credits
Junior-fewer
Sophomore-fewer
credits
Freshman-fewer
Student class years are based on the
number of courses completed:
The College reserves the right to dismiss any student who does not meet the
guidelines stated above. .Once a student is
dismissed, he or she may appeal the decision within 10 days to the Committee on
Student Standing.
their cumulative GPA reaches 2.0. Students
placed on probation as sophomores for
having earned three zero grades may be
removed from probation if their classification changes to junior and their cumulative GPA reaches 2.0.
Academic Information 8
-
Augsburg College has one commencement ceremony per academic year in the
month of May Undergraduate students
who will not have met degree requirements
by the end of the spring term may qualify
to participate in commencement iE (1) no
more than three course creditshequirements will remain in their program at the
end of the spring term, and (2) the remaining requirements will be completed in the
summer or fall terms following participation in commencement. Candidates for
graduation who will complete summer or
fall terms will be noted as such in the commencement program. In addition, candidates who will complete in summer or fall
are required to sign a statement of understanding acknowledging remaining degree
requirements in order to participate in
commencement. A student will not graduate nor will a degree be conferred until all
Qualification for Commencement
Augsburg recognizes those students
who have demonstrated exemplary academic achievement as graduates of distinction. This designation replaces all previous
college honors and applies to all students
who complete degree requirements after
Jan. 1, 2000. Students achieving
Graduation with Distinction will have an
overall GPA of 3.5 and will have completed
an outstanding project as determined by
the student's major department. To be eligible, a student must have at least 14 traditionally graded credits taken at Augsburg.
Most departments offer graduation with
distinction. For specific requirements,
please contact the applicable department.
To be considered for Graduation with
Distinction, a student should consult with
their major department no later than the
fall semester of their junior year.
Graduation with Distinction
36 Academic Information
This program applies to students who
enter the day school schedule as full-time
freshmen in the fall of 1996 and thereafter.
New freshmen are assured that they will be
able to graduate in four years-if they
maintain continuous full-time enrollment
for four years, maintain a 2.0 GPA, and follow the Four-Year Assurance Program
g u i d e l i n e ~ they
r
will receive the
remaining required courses free of additional tuition. A few majors are excluded
from this program. Contact Academic
Advising for a list of eligible majors.
Students must complete a formal Four-Year
Assurance Degree Plan with the College
before the end of their sophomore year
(prior to completing 16 course credits) in
order to qualify. Contact Academic
Advising for details.
FOUR-YEAR ASSURANCE
PROGRAM
Augsburg is approved by the state
approving agency for Veterans Education.
Veterans should consult with the
Enrollment Center about completion of the
enrollment certificate and the forwarding
of other information to the Veterans
Administration. Veterans will need to meet
the requirements of the Veterans
Administration regarding repayment of
educational assistance funds received.
Veterans of Military Service
graduation requirements are met, regardless of participation in commencement.
Right to request amendment of
education records--You have the right to
seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation
of your right to privacy This includes the
right to a hearing to present evidence that
the record should be changed if Augsburg
decides not to alter your education records
according to your request.
Right to give permission for disclosure of personally identifiable information -You have the right to be asked
and to give Augsburg your permission to
disclose personally identifiable information
contained in your education records,
except to the extent that FERPA and the
regulations regarding FERPA authorize disclosure without your permission. One
exception which permits disclosure without consent is disclosure to school officials
with legitimate education interests. A
school official is a person employed by the
College in an administrative, supervisory,
academic or research, or support staff position (including law enforcement unit personnel and health staff); person or compa-
Right t o inspect and review education r e c o r d j o u have the right to
review and inspect substantially all of your
education records maintained by or at
Augsburg College. Your request should be
submitted in writing at least one week
prior to the date you wish to review your
records.
The Family Educational Rights and
Privacy Act of 1974 (FERPA), as amended,
provides certain rights to students regarding their education records. Each year
Augsburg College is required to give notice
of the various rights accorded to students
pursuant to FERPA. In accordance with
FERPA, you are notified of the following:
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT NOTICE
-
The student's participation in
officially recognized activities and
sports;
The student's enrollment status (FTPT);
The student's academic class level;
The student's major field of study;
The student's date and place of birth;
The student's e-mail address;
The student's telephone number;
The student's address;
The student's name;
"Directory information" includes
t h e following:
Under FERPA you have the right to
withhold the disclosure of the directory
information listed below. Please consider
very carefully the consequences of any
decision by you to withhold directory
information. Should you decide to inform
Augsburg College not to release Directory
Information, any future request for such
information from persons or organizations
outside of Augsburg College will be refused.
Right to withhold disclosure of
"directory informationu-FERPA uses
the term "Directory Information" to refer
to those categories of personally identifiable information that may be released for
any purpose at the discretion of Augsburg
College without notification of the request
or disclosure to the student.
ny with whom the College has contracted
(such as an attorney, auditor, or collection
agent); a person serving on the Board of
Trustees, or a student serving on an official
committee, such as a disciplinary or grievance committee, or assisting another
school official performing his or her tasks.
A school official has a legitimate educational interest if the official needs to review
an education record in order to fulfill his
or her professional responsibility.
Academic Information 8;
Augsburg College will honor your
request to withhold all Directory
Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no
liability for honoring your instructions that
such information be withheld. The Office
of the Registrar must be notified in writing
of your intent to withhold your Directory
Information. If the notice is not received
by the regismar prior to Sept. 15 (or within
The student's photograph.
The most recent previous educational
agency or institution attended by the
student; and
The student's dates of attendance;
The weight and height of members of
athletic teams;
The student's degrees and awards
received;
8 Academic Information
Letters of reference must be requested
in writing and explicitly indicate what
information may be reported in the letter.
Reporting Educational Information
Right t o complain to FERPA
Office--You have the right to file a complaint with the Family Educational Rights
and Privacy Act Office, U.S. Department of
Education, 400 Maryland Ave. S.W.,
Washington, D.C., 20202-4605, conceming Augsburg's failure to comply with
FERPA.
10 school days of the start of a subsequent
term for a new student), it will be assumed
that all Directory Information may be disclosed for the remainder of the current
academic year. A new form for withholding
disclosure must be completed each academic year.
Numbering
Courses numbered below 300 are lower
division courses. Courses numbered 300
and above are classified as upper division.
In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s
for juniors, and 400s for seniors.
Courses listed are subject to change. In
general, classes are offered fall andlor
spring terms unless otherwise indicated.
The Schedule of Classes published each
spring by the Associated Colleges of the
Twin Cities (ACTC) lists offerings and
locations for fall and spring terms. This
information is also available on-line.
A full course is offered for one course
credit. A few fractional courses, for onehalf or one-quarter course credit, are
offered in the Division of Professional
Studies. Unless noted, all courses are one
course credit. A full course has the approximate value of four semester credits or six
quarter hours. Most courses meet for three
60-minute periods or two 90-minute periods per week with additional time required
for laboratory work.
Credits
Descriptions and schedules for Summer
Session, the Master of Arts in Leadership,
the Master of Social Work, the Master of
Arts in Nursing, the Master of Arts in
Education, and the Master of Science in
Physician Assistant Studies courses are
published in separate catalogs.
A course schedule for all ACTC schools
is available on-line through the web
addresses published in the ACTC newspaper. They will contain the most accurate
and up to date information.
Since some courses are offered alternate
years, it is important that the student
review major requirements and course
offerings with an adviser to ensure that all
requirements can be met.
Class Schedule
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals,
and its place in the College's program. A
listing of requirements for individual
majors and minors follows the narrative.
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a program. A syllabus containing a more
detailed explanation of content, approach,
requirements, and evaluations for a
particular course can be obtained from
the instructor.
a liberal arts institution, Augsburg
College believes that knowledge and truth
are interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses that
make it more accessible to students. These
courses can be arranged in various ways to
construct majors, to create the substance
of a broad general education, and to give
students the opportunity to study areas of
particular individual interest.
Weekend College classes are published
each spring in a separate booklet and
online.
90 DEPARTMENTS
AND PROGRAMS
-
lnternship
A work or service-based learning experience typically at the sophomore level in
which a student, faculty member, and site supervisor design a learning agreement
that links the ideas and methods of the discipline with the opportunities inherent in
the placement. Prior to the beginning of the tendregistration, interested students
must consult with the departmental internship coordinator or a faculty member and
the Center for Service, Work, and Learning regarding requirements and permission
to register.
lnternship
A work or service-based learning experience at the junior/senior level in which a
student, faculty member, and site supervisor design a learning agreement that links
the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar may be expected. Prior to the beginning
of the tendregistration, interested students must consult with the departmental
internship coordinator or a faculty member and the Center for Service, Work, and
Learning regarding requirements and permission to register.
399
3. A learning agreement (forms are
available in the Center for Service, Work,
and Learning) must be completed with
the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the
Center for Service, Work, and Learning,
with copies made for the faculty supervisor and student.
2. Register for a 199 or 399 Internship
during the registration period. The signed
permission form must be turned in at the
time of registration. (Students may pre-register without a placement secured, but a
suitable internship must be found by the
end of the registration or drop/add period.)
1. Obtain the internship registration
permission form from the Center for
Service, Work, and Learning and secure
the signatures of the faculty supervisor and
director of the Center for Service, Work,
and Learning.
Registration for internships consists of
the following steps:
INTERNSHIPS
199
Every department offers opportunities
for internships and independent study. The
course description and process for registering is normally the same for each department. Some departments have additional
statements that can be found in the departmental course listing. Interdisciplinary
internships are also available.
NOTE: Not all courses are offered in all
schedules. Refer to the current ACTC Joint
Class Schedule or the Weekend College
class schedule for information on when
specific courses are offered.
Courses that must be taken before
enrolling in a higher level course are listed
in the course description as prerequisites.
A student may enroll in a course when a
prerequisite has not been fulfilled if there
is prior approval by the professor teaching
the course.
Prerequisites
--
Departments and Programs 91
92
Independent StudyIResearch
An opportunity for advanced and specialized research projects. Normally open to
junior and senior majors. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
499
See listing under Interdisciplinary Studies.
AMERICAN
INDIAN
STUDIES
See listing under Business Administration.
ACCOUNTING
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an instructor. Open to all students, but normally taken by sophomores
and juniors. Approval must be secured in writing from the instructor and the
department chairperson before the term in which the study is undertaken.
299
DIRECTED AND INDEPENDENT STUDIES
-Departments and Programs
Kristin Anderson (Chair), Lynn
Bollman, Tara Christopherson, John
McCaffrey
Art Faculty
A liberal arts college like Augsburg is
an ideal setting for the study of art because
it provides a constant possibility for the
interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further
enhanced by associations with a significant
number of art galleries and museums in
the Twin Cities area.
Because of the College's commitment to
the liberal arts, the visual arts, as taught at
Augsburg, draw ideas and inspiration from
all disciplines. Art as a human activity
involves manual skill, although to become
broadly significant it should interact with
other fields, such as language, history,
drama, music, literature, philosophy, theology, business, physical education, and science.
Giving and receiving visual messages is
so much a part of everyday life that it is
often taken for granted. At the same time,
however, the interchange of visual ideas is
frequently misunderstood. The task of the
artist, art teacher, graphic designer, architect, and art historian is to celebrate visual
experience through a variety of media and
art examples. In short, the visual arts teach
us how to see.
\ rt is important as a field of study
for our time, helping us to create order and
beauty in the design and function of communities. Realizing this, we have made
design and sensitivity to all aspects of visual experience central to the art program at
Augsburg.
A
Art History Major
Eight art or architectural history courses
including:
ART 240 Art History Survey
ART 388 19th- and 20th-Century Art
Two studio courses:
ART 102 Design or ART 107 Drawing
ART 118 Painting I or ART 221
Sculpture I
The State of Minnesota has specific
licensing requirements for teachers that
differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure Major
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102 Design
ART 107 Drawing
One course in two-dimensional art from:
ART 118 Painting I
or ART 223 Printmaking I
or ART 225 Graphic Design I
or ART 360 Watercolor Painting
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
or ART 325 Fiber and Form
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
Studio majors must participate in at least
one exhibit during their senior year.
Eight art courses, including at least one
in art history. Up to four courses may be
taken in one studio area or in art history.
Certificate in Art
Five art history courses including
ART 240.
Drawing
Students will use traditional drawing media and will develop their ideas and
skills with them. Emphasis is placed on foundational drawing concepts.
ART 107
Introduction to Architectural Drawing
This course develops basic skills involved in perceiving and representing the
material environment through the study of sketching and drawing skills.
Calligraphy I
Introduction and practice of calligraphic writing and designing with emphasis
on the broad-edged pen.
Painting I
Introduction to painting media and technique in acrylic or oil.
ART 105
ART 106
ART 118
ART 100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the depanment.
STUDIO ART
Design
A study of design as the unifylng foundation for the visual arts. Two- and
three-dimensional projects demonstrating the use of the basic design elements
and principles.
ART 102
Note: All studio courses require work outside of class sessions.
W STUDIO ART FOUNDATIONS
Five courses including ART 240, ART
107, and three additional studio courses.
Studio Art Minor
Five courses including ART 105, ART
210, ART 243, ART 244 and ART 249 or
349.
GPA of 3.5 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting
high quality work, and special projects
such as senior exhibition and research.
Application should be made to the department chair before the last term of the
senior year.
Art History Minor
Architecture Minor
Departmental Honors
94 Art
-
Drawing for Design in Architecture
Introduction to and exploration of the conceptual function of drawing in
architecture. Exploration of the history of drawing in architecture, critical
review of drawing conventions and systems, and examination of drawing
processes as modes of perception and cognition.
Design for New Media I
Exploration of the fundamental techniques and technologies used in digital
design.
Sculpture I
An introduction to sculpture and three-dimensional design in various media.
Print Making I
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored.
Publication Design
An introduction to design concepts and production for publication design,
with emphasis on the computer. Theory and practice of coordinating visual
imagery and typography for print publications using page layout software.
Graphic Design I
An introduction to the principles and techniques of graphic design using page
layout software. Emphasis on designing with text and image.
Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding
and glazing.
Calligraphy II
Advanced work in calligraphic media and design.
Design for New Media II
Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART
215 or instructor permission)
Typography
Study of the history, development, structures, and application of traditional
and contemporary typography; exploring letterfonw using digital, hand-set
type, and hand lettering. (Prereq.: Any ART course)
Fiber and Form
An introduction to hand papermaking and artist's books. Emphasis on exploration of fiber sources and book forms to create synthesis of original surface,
text, image, and sequence. (Prereq.: Any ART course)
ART 215
ART 221
ART 223
ART 224
ART 225
ART 250
ART 306
ART 315
ART 320
ART 325
$200-225.
Photography
The camera used as a tool for visual creativity, expression, and communication
with attention to black-and-white photographic processes. Students need
access to a 35mm, single lens reflex camera. Materials will cost approximately
ART 210
ART 132
-
Art 95
Graphic Design II
Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221)
Sculpture II
Continued exploration of intaglio, relief, and monolunique methods. Use of
larger formats, multiple plates, and an emphasis on color are encouraged.
(Prereq.: ART 223)
Print Making II
Design concepts using descriptive and experimental techniques in transparent
watercolor.
Watercolor Painting
Advanced study of painting. (Prereq.: ART 118)
Painting II
Advanced work in ceramics with an emphasis on throwing or handbuilding
and glazing. (Prereq.: ART 250)
Ceramics II
Exploration of the creation of visual images using the computer as a paint
brush, pencil, pen, and camera. Emphasis will be placed on visual communication and expression. (Prereq.: Any ART, MIS, or CSC course)
Digital Imaging
An advanced study of the graphic design of typography and visual imagery for
print production using the computer. Includes identification of design problems and presentation to client. (Prereq.: ART 225)
A survey of art of the Western world from prehistoric to modem times.
Includes reading, research, viewing of slides, and visits to museums.
Art History Survey
History of Architecture to 1750
History of architecture and city planning from antiquity since 1750, as illustrated by Western and non-Western examples.
History of Architecture after 1750
History of architecture and city planning from antiquity to 1750, as illustrated
by Western and non-Western examples.
This course addresses the designed environment, the intentionally designed
places in which we live. We will investigate architecture, landscape architecture, and urban design, both in class and in frequent site visits to prominent
local examples of design excellence. (Prereq.: None for ART 249; ENG 111
and an ART, HIS, or urban studies course for ART 349)
ART 2491349 The Designed Environment
ART 244
ART 243
Note: The following courses are oflered intermittently, usually two or three sections per year
ART 240
ART AND ARCHITECTURAL HISTORY
ART 478
ART 368
ART 360
ART 355
ART 351
ART 340
ART 330
96 Art
-
A study of early colonial through contemporary American art, architecture,
and folk arts.
American Art
European painting, sculpture, and architecture from Neoclassicism through
the present. (Prereq.: ENG 111)
19th- and 20th-Century Art
European painting, sculpture, and architecture, from the 14th through the
18th centuries. (Prereq.: ENG 111)
Renaissance and Baroque Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture,
and architecture in Europe. (Prereq.: ENG 111)
Medieval Art
The art of the Ice Age through the Roman period to the fourth century A.D.
Prehistoric and Ancient Art
The visual arts in Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture, and design.
Scandinavian Arts
A study of the creative role of women in the visual arts, including the fine arts, the
"mditional" arts, and the work of Native American women. (Prereq.: ENG 111)
Women and Art
The rich heritage of indigenous cultures is explored through the visual arts,
particularly within the United States. Students will produce various art projects in weaving, basket-making, pottery, jewelry, sculpture, or prints.
Tribal Arts and Culture
See description on page 92.
Independent StudyIResearch
See description on page 91.
Internship
See description on page 92.
Directed Study
See description on page 91.
lnternship
See listing under East Asian Studies.
ASIANSTUDIES
ART 499
ART 399
ART 299
ART 199
Internships and Independent Study Courses:
ART 389
ART 388
ART 387
ART 386
ART 385
ART 382
ART 352
ART 290
-
Art 97
T
AUC 101
All freshman students must successfully complete the entire eight-week
Augsburg Seminar in order to fulfill the
graduation requirement, even if they drop
the linked content course. Permission to
complete the seminar after withdrawal
from the content course is at the discretion
of the instructor.
Augsburg Seminar (.25 course)
A series of fall-tern meetings with an Augsburg seminar adviser to discuss
issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the
connected content course and other disciplines and sources. (P/N grading only)
At registration, all first-year students in
the day program enroll in a selected content course, such as Effective Writing and a
parallel Augsburg Seminar. These 'linked'
courses integrate disciplinary content with
various learning strategies and communitybuilding opportunities beneficial to all
beginning students.
Augsburg Seminar
he initial months after entering college as a first-year student are an exciting
period of change. The faculty and staff
wish to assist students in making a successful transition to being college students
and to help them become part of this academic community. Through the summer orientation program, the fall orientation
weekend, and the Augsburg Seminar, students are introduced to the character of the
College, its heritage as an urban, liberal
arts college of the Church, the process of
learning in a community where ideas are
valued and treated seriously, and the logistics of being students.
The content course usually meets three
hours per week for the entire semester and
is valued at 1.0 course credit, and the
Augsburg Seminar meets once a week for 8
weeks for .25 course credit. The Augsburg
Seminar offers the opportunity for further
discussion of topics from the paired content course, along with presentations on
campus life, academic resources and study
skills, and a hands-on introduction to the
Cedar-Riverside neighborhood. While the
content course is graded on a traditional
point basis, the Augsburg Seminar is graded Pass/No credit (P/N). However, performance in the course is linked to performance in the seminar.
B
Dale Pederson (Chair), Karen Ballen,
William Capman, Robert Herforth, Esther
~c~au~hlin
Biology Faculty
For many, an undergraduate major in
biology serves as a basis for further study
Augsburg graduates have gone on to graduate studies in the life sciences, leading to
careers in college or university teaching,
basic and applied research, and public
health. Many have entered professional
programs in medicine, veterinary medicine, and dentistry. Other graduates have
gone directly into secondary education,
biomedical industries, laboratory research,
natural resources, and environmental education.
An understanding of biological systems
depends, in part, on the principles of
physics and chemistry; thus a firm background in the physical sciences is also
important in the study of biology.
In recent decades great strides have
been made in understandmg important biological processes, particularly those at the
cellular, molecular, and ecosystem levels.
Biological research has also provided some
extremely important benefits to humans,
including advances in medicine, agriculture, and food science.
iology is the study of life, and it is
natural that we, as contemplative living
creatures, seek a deeper understanding of
the living world that envelops us. This
search has led to the realization that the
Earth is filled with an enormous variety of
living organisms. Since humans are a part
of the biological world, an understanhng
of the basic biological processes common
to all organisms is essential to attain selfunderstanding and to provide a basis for
wise decisions.
or CHM 351/352 Organic Chemistry
A semester course in organic chemistry
or CHM 115/116 General Chemistry
CHM 1051106 Principles of Chemistry
Required Supporting Courses
BIO 491 Seminar (non-credit) is
required of all juniors and seniors.
The ninth course may be any of the
upper division biology courses listed above
or BIO 340 Marine Biology of the Florida
Keys.
BIO 367 Biochemistry
BIO 476 Microbiology
5.
4.
BIO 471 Advanced Cellular and
Molecular Biology
BIO 474 Developmental Biology
3.
B10 355 Genetics
BIO 481 Ecology
BIO 361 Plant Biology
BIO 440 Plant Physiology
2.
1.
BIO 351 Invertebrate Zoology
B10 353 Comparative Vertebrate
Morphology
BIO 473 Animal Physiology
and at least one from each of the five
following groups:
B10 113 Introductory Organismal Biology
B10 114 Introductory Genetics,
Evolution, and Ecology
B10 215 Introductory Cellular Biology
Nine courses including:
Major
-
A course in general chemistry and five
biology courses including BIO 113, 114,
215, and two upper division courses.
Minor
GPA of 3.5 in biology and 3.0 overall,
one course of approved independent study
with both oral and poster presentation and
written report. Project proposals should be
made to the department by Sept. 30 of the
senior year or Feb. 28 in the case of students planning to graduate in the following
December.
Departmental Honors
A GPA of 3.7 in biology and 3.5 overall.
An original research project on a significant topic in biology with both oral and
poster presentation and written report.
Project proposals should be made to the
department by Sept. 30 of the senior year
or Feb. 28 in the case of students planning
to graduate in the following December.
Graduation with Distinction
All transfer courses, including ACTC
courses, must be approved in writing by
the chair. Only those biology courses successfully completed (2.0 or above) within
the last 10 years will be considered. No
more than two upper division courses from
other institutions may be applied toward
the major.
Transfer course policy for majors and
minors
or MAT 163 Introductory Statistics
or MAT 145 Calculus I
or h4AT 122 Calculus for the Social
and Behavioral Sciences
MAT 114 Precalculus
or PHY 121/122 General Physics
PHY 116 Introduction to Physics
100 Biology
The State of Minnesota has specific
licensing requirements for teachers that may
differ in emphasis from the Augsburg major
requirements. The state requirements may
also be subject to change after publication
of this catalog. Students therefore should
Teaching Licensure Major
Graduate programs in biological fields
require coursework similar to that for premedical education, and may also require
undergraduate research experience. Health
care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed
with an adviser in the department.
Graduate and Professional Training
Students should consult members of
the biology faculty for information specific
to medical school application.
Pre-medical students should include a
two-semester sequence in physics and a
two-semester sequence in organic chemistry. Many medical schools also require
two semesters of calculus.
Biology for Pre-Medical Students
In planning their courses of study, students are encouraged to work closely with
members of the biology faculty. Biology
majors must have an adviser in the biology
department. BIO 113 and 114 and
Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and BIO 215 and Organic Chemistry
in the second year. Students should complete their math requirements early in their
college careers. A GPA of 2.0 for BIO 113,
114, and 215 is a prerequisite for enrollment in upper division biology courses. A
grade of 2.0 or above is required for all
upper division courses applied toward the
major.
Natural Science I
The first semester of a two-semester survey of Natural Science. This course
focuses on the nature of science and major concepts of Physics and Chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
Natural Science II
The second semester of a two-semester survey of Natural Science. This course
focuses on major concepts of Earth Science and Biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
Human Biology
An introduction to basic biological principles with a human perspective.
Includes discussion of the molecular and cellular basis of life, genetics, organ
systems, and human impact on the environment. (Three one-hour lectures. A
student may not receive credit for both BIO 101 and 103. Does not apply to
the major or minor. Fall)
The Biological World
The basic concepts of biology pertaining to both plants and animals are
emphasized. The nature of science and the approach used by scientists to
gather and analyze data and propose and test theories are considered. (Prereq.:
MPG 2. Three one-hour lectures, three hours laboratory. Does not apply to the
major or minor)
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three one-hour
lectures, three hours laboratory. A student may not receive credit for both BIO
101 and 103. Does not apply to the major or minor. Spring)
Biology and Society
The biological basis for problems facing society, such as pollution, genetic
engineering, AIDS, extinction, global warming, hunger, cancer. (WEC only
Three one-hour lectures. Does not apply to the major or minor. Spring)
SCI 111
BIO 101
BIO 102
BIO 103
BIO 105
The department works with the Office
of Cooperative Education in identifying
and defining co-op ed experiences in
laboratories and other settings in the
Twin Cities.
Cooperative Education
to those students who bave completed at
least one upper division biology course and
have a GPA of 3.0 in biology.
SCI 110
Membership in the Augsburg Chapter of
this national biology honor society is open
Beta Beta Beta
consult with the Augsburg Department of
Education to idenbfy current Minnesota
teacher licensure requirements. All upper
division biology requirements for secondary
licensure must be completed before beginning student teaching.
-
Biology 101
BIO 369
BIO 361
BIO 355
BIO 353
BIO 351
BIO 215
BIO 185
BIO 114
BIO 113
lntroductory Organismal Biology
An introductory consideration of biological macromolecules and their components, energetics, and intermedialy metabolism and its integration. (Three
one-hour lectures, four hours laboratory. Prereq.: BIO 215, CHM 223 or 352.
Fall)
Biochemistry
of structure, physiology, life histories, and phylogeny (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Spring)
A survey of the major groups of algae, fungi, and plants, including the study
Plant Biology
Principles of heredity, integrating classical and molecular analysis. (Three onehour lectures, four hours laboratory. Prereq.: BIO 215 and junior standing.
Spring)
Genetics
Comparative anatomy, functional morphology, and evolutionary morphology
of the vertebrate. (Three one-hour lectures, four hours laboratory. Prereq.: B10
113, 114. Spring)
Comparative Vertebrate Morphology
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall: alternate years)
Invertebrate Zoology
Third of a three-semester sequence. An introduction to structure and function
in tissues, cells, and subcellular organelles. (Three one-hour lectures, four
hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116, CHM 223 or 352,
or concurrent registration in CHM 223 or CHM 351. Fall)
Introductory Cellular Biology
At some time in our lives most of us will directly experience aging or be influenced by people undergoing age-related changes. This course will concentrate
on the biological aspects of such changes. Does not apply to the major or
minor. (WEC only)
The Biology of Aging
Second of a three-semester sequence. An introduction to cellular functioning,
metabolism, classical and population genetics, evolution, and ecology. BIO
113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Spring)
lntroductory Cenetics, Evolution, and Ecology
First of a three-semester sequence. An introduction to organismal biology for
science majors, including diversity, physiology, and structure. B10 113, 114,
and 215 must be taken in sequence except by permission of instructor. (Three
one-hour lectures, four hours laboratory. Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration in CHM 105/115. Fall)
Plant Physiology
A weekly meeting of biology majors. Active participation by juniors and
seniors is required, including an oral presentation by seniors. Guest speakers
are often invited. A noncredit requirement for the major. (Spring)
Seminar (0.0 course)
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a
survey of biomes, population and community ecology, and conservation.
(Three one-hour lectures, four hours laboratoly, some Saturday field trips.
Prereq.: BIO 215, MPG 4 or MAT 122 or MAT 163. Fall)
Ecology
An introduction to the study of microorganisms. Environmental, industrial,
and medical issues are discussed, with particular attention paid to human
pathogens. (Three one-hour lectures, four hours laborator. Prereq.: BIO 215,
CHM 351, junior standing. Spring)
Microbiology
A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215.
Spring)
Developmental Biology
A study of digestion, respiration, circulation, excretion, movement, and sensory
perception aswell as neural and hormonal control of these functions, empha-sizing vertebrates. (Three one-hour lectures, four hours laboratoly. Prereq.:
BIO 215; PHY 116 or 122, or consent of the instructor. Fall)
Animal Physiology
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity.
(Three one-hour lectures, four hours laboratoly. Prereq.: BIO 215. Fall)
Advanced Cellular and Molecular Biology
A consideration of the process involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to
structure and life histoly. (Three one-hour lectures, four hours laboratory.
Prereq.: BIO 215 and CHM 223 or 352. Fall: alternate years)
BIO 499
BIO 399
BIO 299
BIO 199
See description on page 92. (Prereq.: B10 215. P/N only)
Independent Study/Research
See description on page 91. (Prereq.: B10 215. P/N only)
Internship
See description on page 92.
Directed Study
See description on page 91. (Prereq.: B10 113, 114. P/N only)
Internship
Internships and lndependent Study Courses:
BIO 491
BIO 481
BIO 476
BIO 474
BIO 473
BIO 471
BIO 440
-
Biology 103
John C. Cemto (Chair), Nora M.
Braun, C. Lee Clarke, Jay Dobberstein,
Amin E. Kader (International Business
Coordinator), Ashok K. Kapoor (Finance
Coordinator),Jim Kattke, Steven J. LaFave
(Accounting Coordinator), Lori L. Lohman
(Marketing Coordinator), Fekri Meziou,
Thomas Morgan, Magdalena M. PalecznyZapp (Management Coordinator), Milo A.
Schield, David G. Schwain, Kathryn A.
Schwalbe (MIS Coordinator), Stuart M.
Stoller
Faculty
The faculty believe they can best serve
both the student and the community by
providing an education that is technically
competent, ethically based, and socially
aware.
ur mission is to prepare students
for professional careers in business or for
graduate studies. This preparation involves
a cumculum that stresses analysis and
communication, emphasizes both theory
and practice, and is shaped by the needs of
the business community The department
fosters close ties with the corporate community that provide a wealth of practical
expertise, a variety of internship opportunities, and future job prospects.
0
BUS, ACC, MIS, MKT
To graduate without intentionally taking courses in excess of the minimal number required (see page 73), students must
avoid taking too many electives or exceeding the 13-course lirmt per academic
department (14 courses for accounting
majors). Courses designated as ACC, BUS,
MIS, and MKT are considered as being in
the same academic department. Taking
extra electives, or choosing a particular
Graduation Requirements
Certificate programs in the Department
of Business Administration are designed to
meet the needs of working people looking
for specific skills to help them in their job,
or to pursue a new career. The Department
offers certificates in information technology, business management, and business
finance through the Weekend College program.
Certificate Programs
Within the business administration
major there are three specializations: management, finance, and international business. Within the accounting major there
are three specializations: general accounting, public accounting, and managerial
accounting.
Specializations
The Department of Business
Administration offers four majors: business
administration (BUS), accounting (ACC),
management information systems (MIS),
and marketing (MKT).
Majors
Students who plan to major in business
administration, accounting, MIS, or marketing are strongly encouraged to select a
departmental adviser who teaches in their
major. This should be done by the end of
the sophomore year at the latest. In addition to advising, departmental faculty can
counsel majors on their careers, assist
majors in obtaining internships or jobs,
and provide letters of recommendation for
prospective employers or graduate programs.
Advising
Transfer students must complete at
least four of the upper division courses
required in the major at Augsburg or
obtain an exemption from the department.
Transfer courses must be approved by the
department. Courses taken more than 10
years ago will not be accepted.
Transfer Students
combination of major and minor may
require students to complete more than
the minimum number of credits required
for graduation. Exceptions are noted in the
major.
t
Non-business majors are encouraged to
take BUS 254 Entrepreneurship.
Entrepreneurship
The international business faculty
actively support international study
For additional details, see the section on
International Partners under International
Studies in this catalog, or consult the
departmental coordinator for international
business or other overseas opportunities.
International Business
Students are strongly encouraged to
work with the Center for Service, Work,
and Learning and department faculty to
obtain an internship (BUS/ACWMIS/MKT
399) during their junior or senior year.
Although an internship counts as part of
the 13 courses allowed in the major, students may petition for an exception. An
internship may satisfy the The City
Perspective if taken in conjunction with
GST 209. Internships can provide students
with experience that may be valuable in
competing for jobs after graduation.
Advisers should be consulted about internships.
Internships
Business Administration 10:
T
Specialization in Finance
Business core plus 4 courses:
ACC 322 Accounting Theory and
Practice I
Specialization in Management
Business core plus 4 courses:
BUS 340 Human Resource Management
BUS 440 Strategic Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318 Management Science
Business Core
10 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 360 Problem Solving for Business
or MIS 370 Data Management for
Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
or PHI 300 Business Law and Ethics
BUS 331 Financial Management
he major in business administration
prepares students for professional careers
in business administration or for graduate
studies. The three specializations within
this major share a common business core.
This common core provides students with
a broad foundation so they can readily
adapt to internal changes in interests and
goals and to external changes in circumstances and opportunities.
the following:
Public Finance
Intermediate Macroeconomics
Intermediate Microeconomics
Money and Banking
Intermediate Quantitative
Methods for Business and
Economics
Financial Theory: Policy
and Practice
Investment Theory
11 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other upper division
economics course
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
or BUS 331Financial Management
Combined Major in Business
Administration and Economics
Students must also complete three
semesters of a foreign language (or equivalent). The language requirement may be
waived for international students. Contact
the international business coordinator for
details on language equivalents or other
configurations.
and one additional upper division course in
either international business or international economics.
Specialization in International
Business
Business core plus 4 courses:
BUS 362 International Business
BUS 465 International Management
MKT 466 International Marketing
and one of
EC0 3 11
ECO 312
ECO 313
ECO 315
BUS 479
BUS 438
BUS 433
The Music Business: Marketing, Promotion, Publishing, Recording
An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and
theatre, arts administration, copyright, licensing, and recording. This course is
also offered as MUS 105.
Personal Finance
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement and estate
planning.
Principles of Management
Development of the theory of management, organization, staffing, planning,
and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager.
Entrepreneurship
The process of transforming an idea into an organization that can market this
idea successfully Examines the construction of a viable business plan with
attention to the resources needed for success.
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
BUS 214
BUS 242
BUS 254
BUS 295
Students should consult the area coordinator concerning acceptable alternatives
in international economics.
Minor in International Business
Six courses including:
ECO 112 or 113, ACC 221, BUS 242 or
MKT 252, and three courses in international business (one may be in international economics).
This minor is automatically completed
while completing a major in accounting,
MIS or marketing.
Minor in Business Administration
Six courses including:
ECO 112 or 113, ACC 221 and 222, BUS
242, MKT 252, BUS 331 or BUS 379.
Other configurations may be permitted
with the approval of the department chair.
BUS 105
To quai*, a major must have a 3.7 GPA
in the major, a 3.5 GPA overall, and have
completed all courses appropriate for the
proposed project.
Departmental Honors
To qual*, a major must have a 3.5
GPA, must be an Honors Program senior
who qualifies for Graduation with
Distinction in that program, and have completed all courses appropriate for the proposed project.
Graduation with Distinction
and one other upper division business
administration, accounting, MIS or marketing course.
-
Business Administration 10
-
-
BUS 433
BUS 424
BUS 379
BUS 368
BUS 362
BUS 340
BUS 331
BUS 301
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management,
corporate restructuring, and corporate governance. (Prereq: Bus 331)
Financial Theory: Policy and Practice
To incorporate and learn the techniques of creatinga controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113; ACC 221, 222; BUS 242, 331,
379; MIS 175, MKT 252)
Internal Audit and Management Consulting
An introduction to quantitative reasoning to assist students in reading and
interpreting data. Topics include descriptive measures, probability, sampling
distributions, estimation, and hypothesis testing with emphasis on applied
problems in business and economics. (Prereq.: MIS 175 or 360 or 370 and
either MPG 3 or completion of MAT 171. WEC-Additional three-hour sessions are required, usually on a weekday evening.)
Quantitative Methods for Business and Economics
An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor)
Responding to the Challenge of Japan
This course views international business from a global perspective, including
views of the U.S. government and perspectives of foreign governments. Each
topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and
BUS 242 or MKT 252, consent of instructor)
International Business
Personnel function in business, acquisition, and utilization of human
resources; desirable working relationships; effective integration of the worker
with the goals of the firm and society. (Prereq.: BUS 242 or consent of instructor)
Human Resource Management
This course includes Financial Statement Analysis, Risk and Return, Security
Valuation, Capital Budgeting, Capital Structure and Working Capital
Management. (Prereq: ECO 112 or 113, ACC 221, and MPG 3)
Financial Management
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
Business Law
(See Department of Philosophy for course description)
BUSIPHI 300 Business Law and Ethics
08 Business Administration
Investment Theory
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Topics
Advanced modeling using computer software. Specific topics may include
multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. Fall: evening)
Intermediate Quantitative Methods for Business and Economics
This course analyzes several factors influencing behavior in the workplace and
the board room, including skills needed to manage across national borders.
(Pre-req.: BUS 242)
International Management
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.:
BUS 242)
Strategic Management
Analyzes exposure to accidental loss-its identification, measurement, and
evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and BUS 379)
Risk Management and Insurance
This is an introduction to investment decision making and portfolio management theory and practice. Other topics include Valuation principles and practices, risk and return analysis, and derivatives. (Pre-req: Bus 331)
BUS 499
BUS 399
BUS 299
BUS 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
BUS 495
BUS 479
BUS 465
BUS 440
BUS 439
BUS 438
Business Administration lo
Effective May 2006, students will need
to complete the equivalent of 150 semester
hours of education to be licensed as
Certified Public Accountants (CPAs). This
can be completed in four years through
accelerated undergraduate work. Another
option is to complete a four-year Bachelors
degree plus a Masters degree.
The two professional specializations
relate to two professional designations: the
CPA and the CMA. A certified public
accountant (CPA) focuses on external
reporting; a certified management accountant (CMA) focuses on internal reporting.
The public accounting specialization
includes the materials emphasized on the
CPA exam; the managerial specialization
includes the materials emphasized on the
CMA exam. Both the CPA and CMA designation have an experience requirement in
addition to passing the national exam.
Under the rules of the Minnesota State
Board of Accountancy, accounting majors
in the public accounting specialization are
qualified to sit for the CPA examination
after graduation.
T h e major in accounting prepares students for professional careers in a wide
variety of accounting-related positions.
This major has two tracks: general
accounting and professional accounting.
The general accounting specialization is
adequate for a wide variety of positions.
The professional accounting track includes
two specializations: public accounting and
managerial accounting. The public
accounting specialization is recommended
for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies.
Specialization in Managerial
Accounting
Accounting core plus ACC 424 Internal
Audit and Management Consulting and
MIS 375 Management Information Systems
in the Organization. (Exception to 13course limit)
Specialization in Public Accounting
Accounting core plus: ACC 326 Tax
Accounting; ACC 423 Auditing.
(Exception to 13-course limit)
Specialization in General Accounting
No additional courses required.
Students are encouraged to take the
courses in the sequence given above.
Accounting Core
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 360 Problem Solving for Business
or MIS 370 Data Management for
Business
BUS 242 Principles of Management
MKT 252 Principles of Marketing
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law or PHI 300
Business Law and Ethics
BUS 331 Financial Management
ACC 322 Accounting Theory and
Practice I
ACC 323 Accounting Theory and
Practice I1
ACC 324 Managerial Cost Accounting
ACC 425 Advanced Accounting
ACC 326
ACC 324
ACC 323
ACC 322
ACC 295
ACC 222
ACC 221
Minor in Accounting
This minor is recommended for majors
in MIS and finance.
Six
ACC 221,222, BUS 331 or ACC 324, ACC
322,323
and one of the following: MIS 175, BUS
379, ECO 112, or 113.
The more common and important provisions of planning and compliance
for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent
of instructor)
Tax Accounting
Accounting tools for heavy manufacturing systems as well as for managerial
decision making. Planning, budgeting, standard cost systems, as well as other
quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242, 379,
MKT 252, or consent of instructor)
Managerial Cost Accounting
A continuation of ACC 322. An analysis of financial accounting with emphasis
on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders' equity. (Prereq.: ACC 322)
Accounting Theory and Practice II
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB
statements, and other relevant issues as applied to assets. (Prereq.: ACC 222)
Accounting Theory and Practice I
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
Topics
A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and
controlling processes, decision-making, and behavioral considerations.
(Prereq.: ACC 221)
Principles of Accounting II
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle, and preparation of financial statements.
Principles of Accounting I
GPA of 3.7 in the major and 3.5 overall; a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should contact the department chair.
Departmental Honors
Accountinq 1
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor)
Topics
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323)
Advanced Accounting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242,331,
379, MIS 175 or 360 or 370, MKT 252)
Internal Audit and Management Consulting
Internal and external auditing procedures. Emphasis on the C P k role to form
the basis of opinion on a set of financial statements. (Prereq.: ACC 323)
Auditing
ACC 499
ACC 399
ACC 299
ACC 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
Internship
Internships and Independent Study Courses:
ACC 495
ACC 425
ACC 424
ACC 423
12 Accounting
-
A. 12 courses in business, accounting,
marketing, and MIS:
BUS 242 Principles of Management
BUS 33 1 Financial Management
BUS 379 Quantitative Methods for
Business and Economics
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
MKT 252 Principles of Marketing
MIS 360 Problem Solving for Business
MIS 370 Data Management for Business
MIS 375 Management Information
Systems in the Organization
MIS 376 Project Management
MIS 475 Systems Analysis and Design
MIS 476 Information Systems Projects
Management Information Systems
Major
he major in management infonnation systems prepares students for professional careers in information systems. MIS
studies information systems as both a
resource and a tool for decision-making.
Students learn to analyze and evaluate
existing systems and to design and program new systems. MIS is an extensive
major (16 courses) and includes courses
from computer science, mathematics, economics, business, accounting, and marketing as well as from MIS. If students have a
weak computer background, they should
also take MIS 175 for the major.
T
To qualify, a major must have a 3.5
GPA, must be an Honors Program senior
who qualifies for Graduation with
Distinction in that program, and have completed all courses appropriate for the proposed project.
Graduation with Distinction
GPA of 3.7 in the major and 3.5 overall,
complete a scholarly paper or paper from a
substantial work of applied consulting, and
present the final paper. Interested juniors
or seniors should contact their department
adviser.
Honors Major
Note: Completion of MIS 360 or MIS 370
satisfies any requirement for MIS 175.
Seven courses including:
MIS 175, ACC 221, BUS 242 or MKT 252,
MIS 360 or 370, MIS 375, ECO 113, and
one of the following: MIS 376 or ECO 318.
Minor in MIS
B. Four required supporting courses:
ECO 113 Principles of Microeconomics
CSC 160 Introduction to Computer
Science (co-requirement MAT
171)
CSC 170 Structured Programming
or CSC 240 Introduction to Networking
and Communications
MAT 171 Discrete Math for Computing
(co-requirement for CSC 160)
MIS 376
MIS 375
MIS 370
MIS 360
MIS 295
MIS 175
14 MIS
-
Principles of Computing for Business
Develops project management skills needed to initiate, plan, execute, control,
and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: ACC 221, BUS 242,
and either MIS 175,360, or 370)
Project Management
Broad understanding of using information systems to support organizational
objectives. Topics include strategic planning and uses of information systems,
business process analysis, and understanding of the technology architecture.
(Prereq.: ACC 221, BUS 242 or MKT 252, and one computer course such as
MIS 175,360,370, or CSC 160)
Management Information Systems in the Organization
This course applies database management systems software capabilities to support the design and implementation of databases and related applications for
the purpose of business data management. Students will write, test, and debug
event-driven code in developing relational database applications. Students will
also learn the fundamentals of multi-user data management in network and
web environments. (Prereq.: MPG3, CSC 160, and MIS 175 or strong computer background. Completion of MIS 370 satisfies any requirement for MIS 175)
Data Management for Business
This course applies advanced software capabilities like macros, Solver and
Scenario Manager in Microsoft Excel as well as other simulation and decision
support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3, MIS 175 or CSC 160 or strong computer background. Completion of MIS 360 satisfies any requirement for MIS 175)
Problem Solving for Business
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the area of management information systems.
Topics
An introductoly course to develop understanding of basic computing concepts
and specific skills in using microcomputer software (Windows, Word, Excel,
Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving
business-related problems using software, especially Excel. Students with a
strong computer background should take MIS 360 or 370 instead of MIS 175.
(Prereq.: MPG 3)
Systems Analysis and Design
Lectures, discussions, and meetings with members of the staff or visiting faculty
regarding research methodology and current problems and policies. (Prereq.:
consent of instructor)
Topics
Skills developed in previous courses are used to complete an actual project of
systems analysis and design. (Prereq.: MIS 370, 375, 376, and 475)
Information Systems Projects
Develops skills in using systems development methodologies and Computer
Aided Software Engineering (CASE) tools. Techniques used include data and
process modeling, file and database design, and user interface design. A
course-long project is used to complete a rudimentary system design. (Prereq.:
MIS 375,376, and either MIS 370 or CSC 352. Note: MIS 376 may be taken
concurrently with MIS 475)
MIS 499
MIS 399
MIS 299
MIS 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
MIS 495
MIS 476
MIS 475
-
MIS 11:
T
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions.
Consumer Behavior
Consumer behavior theories and principles as they apply to the consumer
decision-makingprocess. Impact of attitudes, values, personality, and rnotivation on individual decision processes. Analysis of cultural, ethnic, social class,
family, and purchase situation influences. Application to everyday purchasing
situations. (Prereq.: MKT 252 or consent of instructor)
Marketing Research and Analysis
Research process as an aid to decision making. Emphasis on development of
research proposal, methodology, and collection and analysis of data. (Prereq.:
MKT 252, BUS 379, ECO 113, or consent of instructor)
MKT 350
MKT 352
6 courses including
MKT 352 Marketing Research/Analysis
MKT 450 Marketing Management
MKT 466 International Marketing
INS 325 Building Working Relationships
MKT 350 Consumer Behavior
or MKT 354 Sales Management
MKT 355 Marketing Communications
or MKT 357 Advertising
B. Required Marketing Courses
MKT 252
10 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
A. Business Administration Core
Requirements
Marketing Major
he marketing major prepares students for professional careers in a wide
variety of marketing functions within both
business and not-for-profit organizations.
Career avenues include marketing
research, product management, marketing
communications (e.g., advertising, public
relations, sales promotion), and sales.
Marketing courses focus on integrating
both theory and practical applications,
with an emphasis on hands-on projects. In
addition, a unique course in the major,
"Building Working Relationships," provides an opportunity for students to examine interpersonal, group, and organizational relationships.
Principles of Accounting I
Principles of Accounting I1
Principles of Management
Principles of Marketing
Business Law and Ethics
Financial Management
Principles of Computing for
Business
or MIS 360 Problem Solving for Business
or MIS 370 Data Management for
Business
BUS 379 Quantitative Methods for
Business and Economics
ACC 221
ACC 222
BUS 242
MKT 252
PHI 300
BUS 331
MIS 175
Sales Management
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Topics
This course examines those issues and activities unique to marketing in an
international setting. Emphasis is also placed on adaptation of a marketing
mix according to the international marketing environment. (Prereq.: MKT
252.)
International Marketing
Application of marketing concepts to day-to-day strategies and long-term
planning issues; development and implementation of marketing plans.
(Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor)
Marketing Management
An introduction to print, broadcast, and Web-based advertising and promotion
as important elements in modem marketing and communications. Note:
Either MKT 355 or 357 can be taken for graduation credit, but not both.
Advertising
Integration of advertising, public relations, sales promotion design, evaluation,
and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note:
Either MKT 355 or 357 can be taken for graduation credit, but not both.
Marketing Communications
Formulation, implementation, evaluation and control of sales force programs
designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas
and compensation. (Prereq.: MKT 252 or consent of instructor)
MKT 499
MKT 399
MKT 299
MKT 199
See description on page 92.
Independent Study/Research
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
MKT 495
MKT 466
MKT 450
MKT 357
MKT 355
MKT 354
-
Marketing 111
c
*To provide programs of study for professional goals in addition to the traditional positions as chemists.
*To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry
major to compete successfully with their
peers of similar ability in graduate school
or research positions.
Consonant with these ideas, the
Department of Chemistry has established
the following objectives to help its students develop into mature scientists:
The department is on the list of
approved schools of the American
Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum is imperative if a chemist is to be both
truly human and truly scientific.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their
work, including potential problems as well
as benefits.
hemistry is the science that examines and works toward understanding
changes in matter. Chemistry has been
described as the central science because
matter includes the entire physical world,
such as the things we use, the food we eat,
and even ourselves. Correlating the
insights of chemistry with physics, mathematics, and molecular biology opens vistas
that excite and offer opportunities to better
the entire world.
and two additional courses from:
CHM 364 Physical Chemistry I1
CHM 367 Properties of Polymers
Graduation Major in Chemistry
CHM 115, 116 General Chemistry I, I1
or CHM 105, 106 Principles of Chemishy
I, I1
CHM 351,352 Organic Chemistry I, I1
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry I
CHM 363 Physical Chemistry Laboratory I
CHM 491 Chemistry Seminar (4 semesters)
BACHELOR OF ARTS
Sandra L. Olmsted (Chair), Ron L.
Fedie, Arlin E. Gyberg, Joan C. Kunz
Chemistry Faculty
*To present the excitement of chemistry to non-science majors as an example
of the methodology of the natural sciences
in examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world, and
the reflection of the implications and limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
*To encourage students to take a broad
view of their education and to integrate
outside study areas with the sciences.
*To provide an atmosphere of leamhg
so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may
change after graduation, and be able to
move into new areas as opportunities arise.
12 courses including:
CHM 115, 116 General Chemistry I, I1
or CHM 105,106 Principles of Chemistry
I, I1
CHM 351,352 Organic Chemistry I, I1
American Chemical Society Approved
Major
BACHELOR OF SCIENCE
Pre-medical students should plan to
take at least three courses (and usually
more) in biology. Students should consult
members of the chemistry department for
assistance in planning a course program
early in their college career.
Chemistry for Pre-Medical Students
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of b s catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure in Physical Science
Because upper division courses have
mathematics and physics prerequisites, students should plan to take MAT 145, 146 in
the freshman year and PHY 121,122 in the
sophomore year.
General Physics I, I1
Calculus I, I1
Advanced Organic Chemistry
Advanced Analytical Chemistry
Advanced Inorganic Chemistry
Principles of Medicinal
Chemistry
Biochemistry
Also required:
PHY 121, 122
MAT 145, 146
BIO 367
CHM 464
CHM 481
CHM 482
CHM 470
Overall GPA of 3.5 or higher, and completion of an approved research project in
the junior or senior year.
Graduation with Distinction in
Chemistry
Also required are:
CHM 491 Chemistry Seminar (four
semesters)
MAT 145, 146, 245 Calculus I, 11,111
PHY 121, 122 General Physics I, I1
(should be taken in sophomore year)
Recommended: Modem Physics, additional
mathematics, research experience, reading
ability in German, and computer proficiency
One course from:
CHM 367 Properties of Polymers
CHM 470 Principles of Medicinal
Chemistry
CHM 495 Topics in Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361,363 Physical Chemistry and
Laboratory I
CHM 364, 365 Physical Chemistry and
Laboratory 11
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
Note: credit will not be granted for
both CHM 105 and 115, or for both CHM
106 and 116. Other restrictions are in the
course descriptions.
Minor
Five courses that must include:
CHM 105, 106 or CHM 115, 116, CHM
351,352, and CHM 353.
Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall;
one course or summer of approved
research; participation in seminar.
Departmental Honors
-
Chemistry 11!
CHM 115
CHM 106
CHM 105
CHM 101
CHM 100
SCI 111
SCI 110
An intensive course for pre-medical students and future chemists. Includes
chemical equations and calculations, energetics, and bonding theory with
examples from inorganic chemistry. (Three one-hour lectures, one three-hour
laboratory. Prereq.: high school chemistry, MPG 3. Fall)
General Chemistry I
CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium
and the chemistry of the elements. (Three hours of lecture, one three-hour
laboratory. Prereq.: CHM 105, MPG 3. Spring)
Principles of Chemistry II
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics, and equilibrium. The
sequence, CHM 105, 106, is designed for students who have not studied
chemistry in high school or who are less confident about their background in
chemistry. Students may go into CHM 351 or 353 from CHM 106 and major
in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG
2. Fall)
Principles of Chemistry I
Second semester of the year-long course. Applies concepts from CHM 100 to
environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major
or minor nor apply as prerequisite for other chemistly courses. (Prereq.: CHM
100, MPG 3. Spring)
Chemistry for Changing Times II
Designed for the liberal arts student. Emphasis is upon developing basic
chemistry concepts using examples primarily from inorganic chemistry. Does
not count toward a chemistry major or minor nor apply as prerequisite for
other chemistry courses. (Prereq.: MPG 2. Fall)
Chemistry for Changing Times I
The second semester of a two-semester survey of Natural Science. This course
focuses on major concepts of Earth Science and Biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratoly. Prereq.: SCI 110)
Natural Science II
The first semester of a two-semester survey of Natural Science. This course
focuses on the nature of science and major concepts of Physics and Chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3 )
Natural Science I
Any course taken as a prerequisite for another course, including the first course in a two-term
sequence, must be completed with a grade of P, or 2.0 or higher.
20 Chemistry
-
General Chemistry II
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: CHM 115. Spring)
Physical Chemistry II
CHM 364
Properties of Polymers
CHM 367
Presents polymer chemistry as an interdisciplinary chemistry relying on the
organic, analytical, and physical chemistry prerequisites to unfold the details
of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years)
Physical Chemistry Laboratory 11 (.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364
or concurrent registration. Spring)
CHM 365
Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring)
Physical Chemistry Laboratory 1 (.5 course)
Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments
related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM
361 or concurrent registration and ENG 111)
Covers three of the basic theoretical concepts of chemistry: thermodynamics,
quantum mechanics, and statistical mechanics. (Three one-hour lectures.
Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall)
Physical Chemistry I
Covers gravimetric and volumetric analysis and solution equilibrium in detail
and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of
samples, and includes trace analysis. (Three hours of lecture, one four-hour
laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall)
Quantitative Analytical Chemistry
CHM 363
CHM 361
CHM 353
Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of
modem theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106
or 116. Fall: CHM 351; spring: CHM 352)
CHM 351,352 Organic Chemistry I, II
CHM 116
Chemistry 12
CHM 497
CHM 495
CHM 491
CHM 482
CHM 481
CHM 470
CHM 464
-
(.O course)
Chemistry majors planning research careers need research experience before
graduation that may be obtained by working on a summer research project
(not counted as a course) or by research participation during the academic
year (that may be counted as a course). Cooperative education is an excellent
opportunity to be involved in industrial research projects. (Prereq.: junior or
senior standing)
Introduction to Chemistry Research
Study of a specific area building upon inorganic, analytical, physical, and
organic chemistry.
Topics in Chemistry
This seminar, which has no course credit, is a weekly meeting of chemistry
majors under the direction of the Augsburg Chemistry Society.Juniors and
seniors are expected to participate, with seniors presenting papers. Outside
visitors are also invited to participate.
Chemistry Seminar
Correlation of inorganic reactions using the electrostatic and molecular orbital
models. Reactivity and bonding in coordination, cluster, and organometallic
compounds are considered. The laboratory uses preparations of a variety of
techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM
352,361 or consent of instructor. Fall)
Advanced Inorganic Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour
laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring)
Advanced Analytical Chemistry
Medicinal chemistry examines the organic chemistry of drug design and drug
action. Students study the mechanisms of drug transport across biological
membranes, absorption, distribution, and drug excretion; the relationship
between structure and activity; molecular recognition process in drug-receptor
interactions; enzyme mechanisms; and the metabolic pathways by which drugs
are detoxified. Also studied are the concepts used in the design of therapeutic
substances. (Prereq.: CHM 352. BIO 367 is recommended. Spring, alternate
years)
Principles of Medicinal Chemistry
Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for
IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (~hreehours of lecture, six hours of laboratory.
Prereq.: CHM 352,353, 361 or consent of instructor. Some reading knowledge
of German is helpful. Fall)
Advanced Organic Chemistry
22 Chemistry
-
Directed Study
See description on page 92.
Internship
See description on page 91
Independent StudyIResearch
See description on page 92. (Prereq.: junior or senior standing)
CHM 299
CHM 399
CHM 499
he Augsburg computer science
department strives to give students a sound
theoretical and practical foundation in
computer science. We offer both a B.A. and
a B.S. major. The computer science curriculum places emphasis on networks,
communications, and the use of computers
as an information access tool. The coursework provides students a strong base in
computer science, with emphasis on concepts rather than on applications. We
encourage students to strengthen their
coursework by electing an internship or
cooperative education experience. Our
location in the Twin Cities provides us
with an excellent resource of such experiences for students, and allows them to add
practical applications to their education.
T
12 courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
Computer Science Major
BACHELOR OF ARTS
.
Charles Sheaffer (Chair), Lany
Crockett, Jim Moen, Noel Petit, Larry
Ragland, Karen Sutherland
Computer Science Faculty
See listing under Speech/Communication and Theatre Arts.
lnternship
See description on page 91
CHM 199
Internships and Independent Study Courses:
-
Two courses from:
MAT 245 Calculus 111
MAT 246 Linear Algebra
MAT 247 Modeling and Differential
Equations
16 courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
CSC 451 Programming Languages and
Compilers I1
PHI 385 Introduction to Formal Logic
and Computation Theory
MAT 145 Calculus I
MAT 146 Calculus I1
Computer Science Major
BACHELOR OF SCIENCE
At least one elective must be an upper division course.
and two electives from
CSC courses above 200 at least one of
which is above 300
PHY 261 Electronics
MIS 475 Systems Analysis and Design.
MAT 355 Numerical Mathematics
Programming Languages and
Compilers I
CSC 45 1 Programming Languages and
Compilers I1
PHI 385 Introduction to Formal Logic
and Computation Theory
MAT 114 Precalculus (or MPG 4)
MAT 171 Discrete Mathematics for
Computing (recommended)
or MAT 145 Calculus I
CSC 450
!24 Computer Science
13 courses including:
MAT 145 Calculus I
or MAT 122 Calculus for the Social and
Behavioral Sciences
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
or CSC 320 Algorithms
or CSC 352 Database Management and
Design
CSC 345 Principles of Computer
Organization
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
Major in Computational Economics
Coordinators
Jeanne Boeh, Department of Economics,
Lany Ragland, Department of Computer
Science
The computational economics major
has been designed to serve students with
need for some basic understanding of computer science and economics. The major
requires six courses from computer science
and six from economics with a required
capstone independent study. Students
interested in this major should consult
with the faculty in computer science, in
economics, or one of the coordinators.
Computational Economics
At least two electives must be upper division courses.
and three electives from:
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design
MAT 355 Numerical Mathematics
MAT 271 Discrete Mathematical
Structures (recommended)
CSC 160
Prerequisites: A course must be completed with a grade of 2.0 or higher to
count as a prerequisite for a computer science course.
Six courses including CSC 160, 170,
210,345; and one upper division computer
science course, and one of MAT 171 or
MAT 145.
Computer Science Minor
GPA of 3.5 in computer science and
mathematics, GPA of 3.1 overall, and an
independent study project.
Departmental Honors
One upper division elective in philosophy
Computer Science: An
Alternative Scheme I1
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy 111: Early
Modem and 19th Century
Philosophy
PHI 344 History of Philosophy IV
Twentieth Century Philosophy
PHI 365 Philosophy of Science
PHI 385 Introduction to Fonnal Logic
and Computation Theory
PHI 410 Topics in Philosophy
or CSC 495 Advanced Topics in
Computer Science
CSC 373
Introduction to Computer Science and Communication
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, network concepts, and the Internet, and programming. (Prereq.: MPG 3)
14 courses including:
MAT 171 Discrete Mathematics for
Computing
or MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Smctures
CSC 320 Algorithms
Major in Computational Philosophy
Coordinators
David Apolloni, Department of Philosophy,
Charles Sheaffer, Department of Computer
Science
Computational Philosophy emphasizes
areas of interest in which philosophy and
computer science overlap: logic, artificial
intelligence, cognitive science, philosophy
of mind, and philosophy of language. The
major requires six courses from computer
science and seven from philosophy with a
required capstone topics course. Students
interested in this major should consult
with the faculty in computer science, in
philosophy, or one of the coordinators.
Computational Philosophy
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 318 Management Science
ECO 315 Money and Banking
or ECO 415 Managerial Economics
CSC 499 Independent Study
or ECO 499 Independent Study
Computer Science 12
-
CSC 352
csc 345
CSC 320
CSC 273
CSC 272
CSC 270
CSC 240
csc 210
CSC 170
Structure of database management systems, query facilities, file organization
and security, and the development of database systems. (Prereq.: CSC 210)
Database Management and Design
An introduction to computer architecture, processors, instruction sets, and
assembly language programming. (Prereq.: CSC 210)
Principles of Computer Organization
and sorting algorithms, mathematical algorithms, scheduling algorithms, and
tree and graph traversal algorithms. The limitations of algorithms, Turing
machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210 and one of MAT 145 or MAT 171)
A systematic study of algorithms and their complexity, including searching
Algorithms
Study of an alternative approach to some of the most important concepts of
computer science including problem-solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Intended especially for non-majors. Offered concurrently
with CSC 373. (Prereq.: None)
Computer Science: An Alternative Scheme I
Study of UNIX operating system and the C programming language. It is
assumed that the student has a knowledge of programming methods and has
done programming in some other language. (Prereq.: CSC 170 or another
course with a study of a programming language)
UNIX and C
Study of the FORTRAN programming language. It is assumed that the student
has a knowledge of programming methods and has done programming in
some other language. (Prereq.: CSC 170 or another course with a study of a
programming language)
FORTRAN
Principles and methods of data communications, information theory,
distributed processing systems, network protocols and security, standards,
network management, and general computer interfacing. (Prereq.: CSC 160
and MPG 3)
Introduction to Networking and Communications
Data structures such as linked lists, stacks, and queues; recursion. (Three
hours of lecture, 1.5 hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT
145 or MAT 171)
Data Structures
A study of problem-solving, algorithm development, and programming using a
high-level programming language. (Three hours of lecture, 1.5 hours of lab.
Prereq.: CSC 160 and MPG 3; MAT 171 recommended)
Structured Programming
126 Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated, but may not be counted more than
twice as part of the requirements for the major. (Prereq.: Consent of instructor)
Advanced Topics in Computer Science
Continuation of CSC 450: compilers, data structures, control structures, and
the run-time environment. Emphasis on implementation issues. (Prereq.: CSC
345, CSC 450, and PHI 385)
Programming Languages and Compilers II
Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and
semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.:
CSC 320 and PHI 385 or concurrently)
Programming Languages and Compilers I
Network management; client/server databases and workstations; TCPAP and
other network examples. Elements of operating systems, memory and process
management, interactions among major components of computer systems, and
a detailed study of the effects of computer architecture on operating systems.
(Prereq.: CSC 340 and 345)
Advanced Networking and Operating Systems
Robot components, robotic paradigms, mobile robots, task planning, sensing,
sensor fusion, basic control concepts. (Prereq.: CSC 210)
Introduction to Al Robotics
Continuation of CSC 273, and offered concurrently with CSC 273. Majors who
have taken CSC 210 should register for CSC 373. (Prereq.: CSC 210 or 273)
Computer Science: An Alternative Scheme II
CSC 499
CSC 399
CSC 299
CSC 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
CSC 495
CSC 451
CSC 450
CSC 440
CSC 431
CSC 373
Computer Science 12
Martha Johnson, Director
East Asian Studies Faculty
Career opportunities for those who
attain a liberal arts degree in East Asian
studies include government service, international business, journalism, language
instruction, Asian arts, and intercultural
communication. The major provides a
foundation for graduate work in various
fields such as anthropology, economics,
history, international relations, business,
law, political science, sociology, and theatre. This major is also recommended for
those interested in education and work
with social and recreational agencies.
major in East Asian studies is
offered through Augsburg and the other
Associated Colleges of the Twin Cities
(ACTC). This is an inter-college, interdepartmental program that is available as a
result of the cooperation and cross-registration possibilities among Augsburg
College, Hamline University, Macalester
College, The College of St. Catherine, and
the University of St. Thomas. The program
pools the resources and expertise within
the five institutions. This major enables
students to acquire a broad knowledge of
Japan, China, and other East Asian
nations, and to gain a functional knowledge of the language of one country.
A
Hamline University offers elementary
and intermediate courses in Chinese.
Macalester College and the University of
St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University
of Minnesota to take Chinese or Japanese
languages (without extra tuition charges);
see campus adviser. Non-majors may also
take the Chinese and Japanese language
courses.
Language Courses
Study abroad opportunities for the
semester or a year are available in Hong
Kong, Japan, Korea, and the People's
Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization.
Nine courses are required for the major.
Courses in the major must be preapproved by the campus adviser and are
distributed as follows: four courses in an
East Asian language; four additional courses,
two of which must be upper division
(strongly recommended that one of these
be a history course on China or Japan);
and an East Asian studies seminar. A term
of study abroad and the completion of a
minor in another discipline are strongly
recommended.
Major in East Asian Studies
Each campus has a member on the
ACTC East Asian studies committee who
can assist students. The current advisers
are: Augsburg-Martha Johnson,
612-330-1715; Hamline-Richard Kagan,
651-641-2433; Macalester-Yue-him Tam,
651-696-6262; St. Catherine-Helen
Humeston, 651-690-6651; St. ThomasYoung-Ok An, 651-962-5621.
Note: Interim courses or new courses
related to the East Asian Studies Program
may be substituted when appropriate,
with the consent of the campus adviser.
Faculty advising is recommended at all
stages of the major to plan a coherent and
effective program.
Five courses, no more than two of
which may be in the language. Courses in
the minor must be pre-approved by the
campus adviser. A minor in East Asian
studies provides exposure to an area of
East Asia that would complement other
disciplines.
Minor in East Asian Studies
-
Responding to the Challenge
of Japan
Topics: Introduction to AsianAmerican Literature
The Modem Non-Western
World
Asian Philosophy
Understanding Asian America
Russian and Chinese Foreign
Policy
History of Religions
Introduction to Asian and
Asian American Theatre
Students may also take independent
studies (299,499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and
approval of program director.
REL 356
THR 245
PHI 355
POL 282
POL 363
HIS 104
ENG 282
BUS 368
Approved Augsburg College courses for
the East Asian Studies Program (consult
program director for ACTC listing of
approved courses):
East Asian Studies 12
T
Students are able to combine an economics major with other disciplines such
as business administration, international
relations, mathematics, management infor-
The study of economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze and
make choices. An economics major prepares students for community leadership
and leads to a great diversity of career
opportunities including law, teaching, journalism, private and public international
service. Pre-law and potential Master of
Business Administration students are especially encouraged to consider economics as
a major or a minor.
The department offers five majors. The
economics major and the applied economics majors lead to careers in the business
world or government. Computational economics provides a liberal arts entry into
the rapidly growing computer science field.
The combined economics/business administration major allows students great flexibility in order to explore both fields.
Finally, the teaching major in political sciencdeconomics allows secondary education licensure students to obtain a solid
background for teaching economics.
he Department of Economics offers a
program that stresses a strong theoretical
background, quantitative analysis, and an
emphasis on national and international
issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or
to work successfully in business and government because of the strong liberal arts
emphasis within the major.
and three other upper division courses also
required:
MIS 175 F'rinaples of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
MAT 114 Elementary Functions
Finite Mathematics
or MAT 121
Calculus for the Social
or MAT 122
and Behavioral Sciences
Major in Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 414 Welfare Economics
Jeanne Boeh (Chair), Keith Gilsdorf, Stella
Hofrenning
Economics Faculty
Internships are recommended. Students
must consult with the department chair
and the internship office before registering
for academic credit.
mation systems, political science, histoly,
and area study programs. Students who are
interested in any type of quantitatively oriented graduate program in economics or in
business are encouraged to either major or
minor in mathematics. These students
should also take courses in computer science. Consult an adviser for specific course
suggestions.
and one other upper division business course.
and one other upper division economics
course, and six accountinglbusiness
administration/MIS courses including:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
or MIS 379
Quantitative Methods
for Business and
Economics
In addition to the courses listed on the
following pages, these topics have been
offered under ECO 295 or 495 Topics:
Consumer Economics, Research Methods
for Economics and Business, Advanced
Economic Theory, Decision-Making With
Finite Markov Chains, Soviet Economy,
Economics of Mutual Funds, and Health
Economics.
Note: Students who plan to major in
the department are strongly encouraged to
select a department adviser as soon as possible in order to carefully plan their program of study
Five economics courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
See Computer Science, page 124.
Combined Major in Economics and
Business Administration
Minor in Economics
GPA of 3.5 in the major and 3.0
overall; a senior thesis and comprehensive
oral examination in the major field of
concentration.
Departmental Honors
See Political Science, page 229.
Teaching Major in Political Science
and Economics
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Teacher Licensure Major
ECO 112, 113,312,313, and one additional economics upper division course.
Other configurations may be permitted
with the approval of the department chair.
Major in Computational Economics
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
EC0 311 Public Finance
or ECO 312
Intermediate
Macroeconomics
or ECO 315
Money and Banking
ECO 313 Intermediate Microeconomics
ECO 360 International Economics
EC03 18 Management Science
or ECO 415
Managerial Economics
ECO 413 Labor Economics
ECO 399 Internship Program
or ECO 499
Independent Study
MIS 175 Principles of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
ENG 223 Writing for Business and the
Professions
PHI120 Ethics
or PHI 125 Ethics and Human Identity
Economics 131
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic
tools, e.g., crime prevention, education, discrimination. (This is a basic course
designed for those students who do not plan to major in economics, business
administration, or MIS.)
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and
fiscal policy, international trade. Application of elementary economic theory to
current economic problems. May be taken independently of ECO 113 or 110.
ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2 )
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures, and income distribution. Application of elementary economic theory
to market policy. May be taken independently of ECO 110 or 112. ECO 112
and 113 may be taken in either order. (Prereq.: MPG 2)
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economics problems and policies.
Public Finance
Analysis of the principles of taxation and public expenditures, the impact of
fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113. Fall: alternate years)
lntermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via
macromodels. Attention paid to areas of monetary-fiscal policy, growth, and
the role of expectations. (Prereq.: ECO 112. Fall)
Intermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction
to welfare economics. (Prereq.: ECO 113. Spring)
ECO 110
ECO 112
ECO 113
ECO 295
ECO 31 1
ECO 312
ECO 313
132 Economics
Money and Banking
Functioning of the monetary and banking systems, particularly commercial
banks, and the Federal Reserve System and its role in relation to aggregate
economic activity Emphasis placed on monetary theory and policy (Prereq.:
ECO 112. Fall: alternate years)
Comparative Economic Systems
This course focuses on comparing the performance of various countries that
rely on different economic systems for the allocation of resources, including
systemic changes in Eastern Europe. Theoretical models are examined and
compared to real-world variants. (Prereq.: ECO 112 or 113: on demand)
Management Science
Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic
decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory
models. (Prereq.: ECO 113, MPG 3. Fall)
International Economics
A study of the underlying forces affecting the economic relations among
nations. Development of the basis for international trade, balance of payments,
exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring:
alternate years)
Environmental Economics and Sustainable Development
This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that
arise in the process of economic development to better the standard of living
of the developed and developing countries. (Prereq.: ECO 112 or 113. On
demand)
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of
wage collective bargaining, labor legislation, and effects upon society. (Prereq.:
ECO 313. Spring: alternate years)
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of
alternative market structures; social welfare functions; normative concepts of
economic theory. (Prereq.: ECO 313. Spring: alternate years)
ECO 315
ECO 317
ECO 318
ECO 360
ECO 365
ECO 413
ECO 414
Economics 13
-
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economic problems and policies.
Topics
ECO 499
ECO 399
ECO 299
ECO 199
See description on page 92.
Independent StudyIResearch
See description on page 91. (Prereq.: Completion of 50 percent of major or
consent of instructor)
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
ECO 495
134 Economics
Students in all degree andlor licensure
programs must apply for acceptance into
the education department prior to begin-
Beginning Fall 2002, a graduate level
licensure option will be available in weekend format to those already holding a B.A.
degree. Graduate courses taken for licensure can be applied to a Master of Art in
Education degree. Contact the Education
Department for information.
Degree and/or licensure programs are
available in both weekday and weekend
formats. Weekend College degree and
licensure programs are limited to elementary, communication artdliterature, social
studies, and visual arts. Additional teaching majors are available through the weekday program and open to weekday and
weekend students who can take courses on
a weekday schedule. All prerequisite, elementary core, and professional education
courses except field work and student
teaching are available on a weekend or
weekday late aftemoonlevening schedule.
Fieldwork and student teaching must be
completed during regular weekday hours.
All students must have some time available
each term for field experiences.
he Department of Education maintains liberal arts-based teacher education
programs that are accredited by the
Minnesota Board of Teaching and National
Council for Accreditation of Teacher
Education (NCATE). These programs lead
to recommendation for licensure to the
State of Minnesota for elementary (grades
K-8),secondary (grades 5-12) in biology,
chemistry, communication arts~literature,
health, mathematics, physics, and social
studies, and K-12 licenses in visual art,
health, physical education, music, and
dancdtheatre, and special education: E/BD.
T
Note: Major changes in Minnesota teacher
licensure were implemented in the fall of
2000. Students who entered the College
under a previous catalog and who will
complete their licensure after August 31,
Selected education department students
may participate in an international student
teaching abroad program. Those interested
in further information should contact the
education department at least one year
prior to student teaching. Students who
teach abroad will do part of their student
teaching in the Twin Cities area under
direct Augsburg faculty supervision.
Student Teaching Abroad
All students are expected to obtain an
education department adviser at the outset
of coursework. All students are expected to
become knowledgeable of programs and
follow through with department policies.
Handbooks outlining programs and policies are available through the education
department.
The education department offers nonlicensure majors in elementary education
and education studies. Contact the department for details. The department also
offers a special education minor which is
described at the end of this section after
course listings.
ning 300-400 level courses. State law
requires completion of the PPST-PRAXIS I
exam prior to beginning 300-400 level
courses. Criteria for acceptance into the
education department are available in the
department. Students complete a semester
of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing three
exams prior to recommendation for licensure: PPST, Principles of Learning and
Teaching Test, and a subject matter test.
-
Non-departmental core courses (requirements subject to change-see Education
Department for most current list):
ENG 111 Effective Writing
HPE 115 Chemical Dependency (.5)
INS 105 Intro. to American Indian
Studies or INS 260
Contemporary American
Indians (IA 1)
MAT 131 Math for the Liberal Arts
( W C T ) (if math specialty
area: MAT 331)
MAT 132 Numeracy for Contemporary
Society (QR) (if math: MAT
122 or 145)
PHY 103 Conceptual Physics or PHY 116
Introduction to Physics (NW
l), (if science specialty area:
PHY 116)
PHY 114 Earth Science for Elementary
Teachers (If science specialty
area: PHY 116 and geology)
BIO 102 The Biology World (NW 2)
Elementary education majors are
required to complete the following nonmajor and major courses. To be licensed
hey must also complete an approved middle school specialty area and student teaching.
Elementary Major and Licensure
Requirements:
2003 must comply with the new program.
No one will be licensed under programs
described in previous catalogs after August
31, 2003.
136 Education
Student Teaching Block
EDC 481,483,485 Student Teaching (3.0)
Student teaching is completed for licensure. It is not part of the major in elementary education. (S)
Capstone Block
EDC 410 Special Needs Learners
EDC 480 School and Societv (WlISW)
Methods Block I1
EED 341 K-6 Methods: Visual Arts (.25)
EED 342 K-6 Methods: Music (.25)
EED 350 K-6 Methods: Mathematics
EED 360 K-6 Methods: Science
EED 370 K-6 Methods: Social
StudiestThematic Studies (.5)
EED 380 Kindergarten Methods (.5)
Methods Block I
EED 310 K-6 Methods: Health/PE (.5)
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language
ArtsIChildren's Literature
Foundations Block I1 (courses beyond this
point require admissions to the department)
EDC 3 10 Learning and Development
(HI)
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting (C)
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
Major Courses
Vicki Olson (chair), Joy Bartlett, Joseph
Erickson, Jeanine Gregoire, Gretchen
Irvine, Mary Jacobson, Anne Kaufman,
Lynn Lindoy Susan O'Connor, Ron
Petrich, Linda Stevens, Barbara West
Education Faculty
Licensure requirements in the state of
Minnesota for teaching in secondary
schools are met through the Augsburg
College education department licensure
program. These requirements are: baccalaureate degree, academic major in an
approved teaching area, and completion of
an approved licensure program.
t is the responsibility of each student to
meet all specific requirements of the education department and the subject area
major. Secondary and K-12 licensure students are expected to have advisers in both
their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry,
communication artditerature, dance/theatre, health, mathematics, music, physical
education, physics, and social studies.
A minimum GPA of 2.5 overall, 2.5 in
the major, 2.0 in the specialty area, and
grades of P in student teaching courses are
required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of
two full courses graded P/N, plus student
Under new licensure rules, the state of
Minnesota will require middle school specialty areas as a part of all elementary
teacher licenses. Teachers will be able to
teach at the middle school level in their
specialty area. Students must complete a
coursework program in one of the following areas: communication artshterature,
mathematics, science, or social studies. See
Education Department for specific courses
required in each area.
Methods Block I
ESE 300 ReadingMriting in the Content
Area
Foundations Block I1 (Courses beyond this
point require admission to the education
department.)
EDC 310 Learning and Development
(HI)
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting (C)
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
Non-departmental requirements:
ENG 111 Effective Writing
HPE 11'5 Chemical Dependency (.5)
INS 105 Intro. to American Indians or
INS 260 Contemporary
American Indians (IA)
Beginning Fall 2002, a graduate level
elementary licensure option will be available through Weekend College. Licensure
will be obtained through a combination of
graduate and undergraduate credits.
Contact the Education Department for
information.
Graduation with distinction or departmental honors is available to elementary
education majors who maintain a 3.5 overall GPA and a 3.75 overall GPA in the
major. An honors project must be completed, beginning in spring of the junior year.
Guidelines for graduation with distinction
are available in the education department.
teaching, is the maximum allowed within
the elementary education major.
Secondary Education 13:
Creating Learning
Environments
Diversity in the Schools (.5 course)
Emphasis on the study of values, of communication techniques, and of the
major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations.
Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the
use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual materials for teachindearning situations.
Computer training will be included in this course.
Learning and Development in an Educational Setting
EDC 210
EDC 220
EDC 310
Special emphasis is placed on classroom applications. Fieldwork experience.
(Prereq.: PPST and admission to department)
A survey of educational psychology topics as applied to teaching and learning.
Orientation to Education in an Urban Setting
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system.
Fieldwork experience. (Prereq.: ENG 111,sophomore standing)
Beginning Fall 2002, a graduate level
licensure option will be available through
Weekend college. Licensure will be
obtained through a combination of graduate and undergraduate credits. Contact the
Education Department for
Students may no longer license in a
minor field of study
Art, dancdtheatre, music, and physical
education teacher education programs lead
to licensure for grades K-12.
tion program even though they may plan
to teach at the elementary school level. A
person with a major in one of these special
areas will take four courses in student
teaching and do some student teaching at
both the secondary and elementary levels.
Note: Recommendation for teacher licensure in music is granted only to students
who successfully complete the requirements for the bachelor of music education
major.
EDC 200
Students preparing for licensure in one
of these areas follow the secondary educa-
Art, DanceITheatre, Music, and
Physical Education Licensure (K-12)
A minimum GPA of 2.5 overall, 2.5 in
education, 2.5 in the teaching major, and P
in student teaching are required for licensure. All required major, non-departmental
requirements, and education program
courses must have a grade of 2.0 or better.
Student Teaching Block
ESE 481,483,485,487 Student Teaching
(3.0-4.0). (S)
Capstone Block
EDC 410 Special Needs Learner
EDC 480 School and Society (Wl/SW)
Methods Block I1
ESE 3XX K-12 or 5-12 Special Methods
in Licensure Area
ESE 325
38 Secondary Education
-
-
-
The Special Needs Learner
The study of students with disability, special needs, and gftedness. Emphasis
on techniques and resources to help all students achieve maximum outcomes,
and special focus on needs of urban students. Fieldwork experience. (Prereq.:
PPST and admission to department or special permission of instructor)
School and Society
Emphasis on points of view about the role of school in modem society, relationships with parents and community collaborative models, leadership and
professional development. Serves as final theoretical preparation for student
teaching. Fieldwork experience. (Prereq.: PPST and admission to department)
K-6 Methods: HealthIPhy Ed (.5 course)
Examination and preparation of materials and resources for physical education
and health at the kindergarten and elementary levels. Fieldwork experience.
(Prereq.: PPST and admission to department)
K-6 Methods: Reading
The study and use of a variety of teaching techniques and resources in reading,
including the diagnosis and correction of reading difficulties. Fieldwork experience. (Preq.: PPST and admissions to department)
K-6 Methods: Language Arts1 Children's Literature
Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. Fieldwork
experience. (Prereq.: PPST and admission to department)
Middle School Methods: Communication ArtsILiteratureWriting (.5 course)
Introduction to the teaching of writing at the middle school level. (Prereq.:
PPST and admission to department)
K-6: Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for visual arts at the
kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and
admission to department)
K-6: Methods: Music (.25 course)
Examination and preparation of materials and resources for music at the
kindergarten and elementmy levels. Fieldwork experience. (Prereq.: PPST
and admission to department)
K-6 Methods: Mathematics
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and
admission to department)
EDC 410
EDC 480
EED 310
EED 320
EED 330
EED 331
EED 341
EED 342
EED 350
Elementary Education 13!
-
-
K-6 Methods: Social StudiesIThematic Studies (-5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380)
Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: PPST and admission to department)
EED 370
EED 380
ReadingIWriting in the Content Areas
The study and use of a variety of middle school and secondary techniques and
resources to teach reading and writing through the content areas. Fieldwork
experience. (Prereq.: PPST and admission to department)
Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization
based in the Minnesota Graduation Rule, state testing, and national standards.
Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq.: PPST and admission to department)
5-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle
school portion required for elementary concentration in social studies taught
concurrently as ESE 311 Middle School Methods: Social Studies (.5 course).
Fieldwork experience. (Prereq.: PPST and admission to department)
5-12 Methods: TheatreIDance
Introduction to the teaching of theatre and dance in schools. Emphasis on
instructional strategies and curriculum development. Fieldwork experience.
(Prereq.: PPST and admission to the department)
5-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle
school portion required for elementary concentration in mathematics taught
concurrently as ESE 331 Middle School Methods: Mathematics (.5 course).
Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 300
ESE 325
ESE 310
ESE 320
ESE 330
EED 481, 483, 485,487 Student Teaching
Three to four courses of full-time, supervised classroom experience. Required
for licensure. Occurs upon satisfactory completion of degree program and program portfolio.
K-6 Methods: Science
Examination and preparation of materials and resources for science at the
kindergarten and elementary levels. Fieldwork experiences. (Prereq.: PPST and
admission to department)
EED 360
140 Secondary Education
5-12 Methods: Science
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.:
PPST and admission to department)
K-12 Methods: Music
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and cumculum development. Fieldwork experience.(Prereq.:
PPST and admission to department)
K-12 Methods: Visual Arts
Introduction to the teaching of media literacy in middle school and high
school. Emphasis on instructional strategies and cumculum development.
Required for communication artsfliterature license. (Prereq.: PPST and admission to department)
5-12 Methods: Media Literacy (.5 course)
Introduction to the teaching of speaking and listening in middle and high
schools. Emphasis on instructional strategies and cumculum development.
Required for communication artsfliterature license. Fieldwork experience.
(Prereq.: PPST and admission to department)
5-12 Methods: Speaking and Listening (.5 course)
Introduction to the teaching of literature and reading in the middle and high
schools. Emphasis on instructional strategies and cuniculum development.
Required for elementary concentration in communication araiterature.
Fieldwork experience. (Prereq.: PPST and admission to department. NOTE:
Students seeking 5-12 communication arts/literature license do not need to
take ESE 300.)
5-12 Methods: Literature and Reading
Introduction to the teaching of the natural sciences in middle and high
schools. Emphasis on instructional strategies and curriculum development.
Middle school portion required for elementary concentration in science taught
concurrently as ESE 341 Middle School Methods: Science (.5 course).
Fieldwork experience. (Prereq.: PPST and admission to department)
Three to four courses of full-time, supervised student teaching required for
licensure. Secondary licenses require three courses. K-12 licenses require four.
Occurs upon satisfactory completion of licensure program and program portfolio.
ESE 481, 483, 485, 487 Student Teaching
ESE 370
ESE 360
ESE 352
ESE 351
ESE 350
ESE 340
P
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Secondary Education 14
SPE 400
Teaching Students with Emotional/Behavioral Disabilities
This course presents an overview of learners with emotional and behavioral
disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual
models as they relate to this category of disability. (Prereq: PPST and admission to the department)
HPE 115 Chemical Dependency (.5)
ENG 111 Effective Writing
INS 105 Introduction to American
Indian Studies
or INS 260 Contemporary American
Indians
Required Non-major Courses:
Beginning Fall 2002, a graduate level
licensure option will be available through
Weekend College. Licensure will be
obtained through a combination of graduate and undergraduate credits. Contact the
Education Department for information.
he special education EB/D major is
available only through Weekend College;
ideally, to people who are currently in
schools working with students with this
label. This major leads to Minnesota teaching licensure in special education with a
specialty in ernotionaVbehaviora1disabilities. Courses labeled SPE are to be taken
during the final year of coursework while
students are working in an EBD setting.
Variations on this ideal are possible; see the
Education Department for more information.
T
Required Education Courses:
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
EDC 310 Learning and Development
EDC 410 Special Needs Learner
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language Arts1
Children's Literature
EED 350 K-6 Methods: Math
EED 360 K-6 Methods: Science
SPE 315 Critical Issues Seminar
SPE 400 Teaching Students with
Emotional and Behavior
Disabilities
SPE 410 Implementing Assessment
Strategies
SPE 420 Planning, Design, and Delivery
SPE 430 Instructional and Behavioral
Practices
SPE 440 Parent and Professional
Planning
Student Teaching
Summer Practicum
Planning, Design, and Delivery
This course provides students with skills to write and implement individual
program plans and to create effective learning environments for students
labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST
and admission to the department)
Instructional and Behavioral Practices
This course examines behavioral support options used with students who are
labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive
approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq:
PPST and admission to the department)
Parent and Professional Planning
This course examines the role of families of students with special needs,
specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with
community agencies is emphasized. (Prereq: ENG 111, PPST and admission to
department).
SPE 420
SPE 430
SPE 440
Required courses:
EDC 410 The Special Needs Learner
EDU 491 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A CrossCultural Perspective
PSY 102 or PSY 105
Interested students should contact the
director of special education at the outset
of coursework.
Choose one from the following:
SOC 265 Gender, Race, and Ethnicity
SWK 260 Humans Developing
SWK 301 History and Analysis of Social
Policy
PSY 357 Behavior Analysis
PSY 359 Psychological assessment
Choose one from the following:
PSY 351 Developmental Psychology:
Child
pSy 352 Developmental Psychology:
Adolescent and Young Adult
pSy 353 D~~~~~~~~~~~~
Psychology~
Middle and Older Adult
Implementing Assessment Strategies
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and
how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. (Prereq: PPST and admission to the department)
SPE 410
The special education minor requires
six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the
needs of students in various disciplines
interested in disability issues.
-
Special Education 14:
Bachelor of ArtsIBachelor of
Engineering (B.A.1B.E.) enables students
to receive a bachelor of arts degree from
Augsburg College and a bachelor of engineering degree from the University of
Minnesota. The program typically involves
three years at Augsburg and two years at
the Institute of Technology.
The Institute of Technology and
Augsburg cooperative arrangement provides
for two dual degree engineering programs:
University of Minnesota
ugsburg College has cooperative
arrangements with two universities to
allow students to earn a bachelor of arts
degree from Augsburg College and an engineering degree from either the University
of Minnesota Institute of Technology,
Minneapolis; or Michigan Technological
University, Houghton, Michigan. Because
of the special requirements and opportunities of these programs, early consultation
with the Augsburg engineering adviser is
necessary. Applications for these programs
require the recommendation of the
Augsburg engineering adviser.
A
Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population plus
on-campus seminar. Students planning to take this course should consult with
the special education director about a placement prior to registering for the
course. (Prereq.: completion of all other courses in special education minor or
consent of instructor. Open to all.)
EDU 491
The curriculum is the same as the
B.A.B.E. curriculum with the addition of
several extra courses that are completed at
Augsburg during the senior year to minimize the number of undergraduate courses,
if any, that students must take at the university before proceeding through the graduate cumculum. The number of such
courses varies by IT department and area
of emphasis within a department.
Bachelor of ArtsIMaster of
Engineering (B.A.1M.E.) enables
students to receive a bachelor of arts
degree from Augsburg College and a
master of engineering degree from the
University of Minnesota. This program
involves four years at Augsburg and, typically, two years at the Institute of
Technology.
Students may apply for the program
after completing the sophomore year. At
that time, they will be informed of their
status in the program and any further conditions necessary for final acceptance into
the program. Formal application to the
Institute of Technology may be completed
during the second semester of the junior
year at Augsburg.
The Special Needs Learner
(see EDC course descriptions)
EDC 410
4 4 Special Education
-
Students are also encouraged to explore
opportunities for graduate work at
Michigan Technological University Further
information on these and other graduate
programs is available from the Augsburg
engineering adviser.
The first three years are spent at
Augsburg followed by two years at the
affiliated university. Students accepted into
the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and
are recommended by the engineering
adviser of Augsburg College.
This program enables students to
receive a bachelor of arts degree from
Augsburg and a bachelor of engineering
degree from Michigan Technological
University in a five-year period.
Michigan Technological University
Application for admission into the
B.A.N.E. program should be initiated during the second semester of the junior year
at Augsburg. Formal application for the
program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.Ah4.E.
program are not guaranteed admission to
the Institute of Technology.
Additional courses to meet general education requirements and a total of 24 courses
at Augsburg. Normally MAT 145, 146 and
PHY 121, 122 are taken in the freshman
year. Students interested in chemical engineering also should take CHM 351,352.
Four mathematics courses are required:
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus I11
MAT 247 Modeling and Differential
Equations
or PHY 327 Special Functions of
Mathematical Physics
Minimum course requirements for admission to the dual-degree or three-two programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENG 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics I1
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their applications will be evaluated using need and
academic performance as criteria.
Engineering 14:
Students with an Augsburg English
major pursue careers in elementary, secondary, and college education, journalism,
government, law, the ministry, library sci-
The Augsburg Department of English
integrates its program with the cultural
opportunities of this vital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine
their skills through working in internships
on and off campus, tutoring English as a
Second Language (ESL) students, or tutoring in the writing lab.
English relates closely to other majors.
With the other arts, English is concerned
with the pleasure that comes from artistic
creation and with the contemplation of
works of art. With psychology and sociology,
English is concerned with individual and
group behavior. With philosophy, English
is interested in ideas and in the relation
between meaning and language. With science, English is interested in discovering
order and determining structures. With
speech and communication, English studies the effective use of language. With history and the other social sciences and
humanities, English studies the way people
have acted and thought at different times
and in various cultures.
hose who study English believe that
an intense concern for words, ideas, and
images helps people understand who they
are and who they can become. Writing
helps all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life's
complexity, experience life as others do,
and better understand the world in which
we live and work.
T
One upper division course in
American literature:
ENG 350 American Literature Before
1920
or ENG 351
American Literature
Since 1920
One 400 level course
Two additional electives
Two survey courses in British literature
from:
ENG 331 British Literature:
Medieval to Elizabethan
ENG 336 British Literature:
17th and 18th Centuries
ENG 337 British Literature: The
Romantics and the Victorians
One course in European literature:
ENG 271 European Literature:
Homer to Dante
or ENG 272
European Literature:
Renaissance to the
Modem Period
Major
Nine courses above ENG 111, including:
ENG 225 Intermediate Expository
Writing
ENG 245 Introduction to Literature
Kathryn Swanson (Chair), Candyce
Clayton, Robert Cowgill, Cass Dalglish,
Suzanne Donksy, Douglas Green, Joan
Griffin,John Harkness, Dallas Liddle,
Roseann Lloyd, John Mitchell, Ronald
Palosaari, David Ross, John Schmit, Joan
Thompson
English Faculty
ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses.
Special Methods (two courses)
ESE 350 5-12 Methods: Literature and
Reading
Experiential Requirement (no credit)
One college-level experience required in
forensics, debate, newspaper, literary journal, or related activity (subject to department approval)
Note: If students choose two literature
courses, one must be in American literature (ENG 350 or 351) and one must be in
British literature (ENG 331, 336, 337,
338/438).
SPC 112 Contest Public Speaking
SPC 343 Broadcast Production I
SPC 352 Persuasion
SPC 354 Interpersonal Communication
Major Requirements (12 courses)
ENG 225 Intermediate Expository
Writing
ENG 226 Creative Writing
or ENG 227 Journalism
or one additional upper division literature course (ENG 350 or 351 recommended)
ENG 245 Introduction to Literature
ENG 271 or 272 European Literature
ENG 345 Introduction to the English
Language
ENG 361 Studies in Modem Fiction
ENG 399 Internship in Teaching Writing
ENG xxx Upper division literature course
(ENG 331,336,337, or
3381438 recommended)
Prerequisite: ENG 111
Communication ArtsILiterature
Teacher Licensure Major
Majors are encouraged to consult their
departmental adviser regularly. A student
with a double major or special program
that involves considerable work in the
English department should also work
closely with an adviser in the department.
5-12 Methods: Speaking and
Listening
5-12 Methods: Media Literacy
(.5 course)
Five courses above ENG 111, including
ENG 245; an upper division literature
course; and an additional writing course.
Minor
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by
early Oct. in senior year for department
approval. Submit and defend paper before
faculty committee. Honors project may be
an independent study program (refer to
departmental guidelines).
Departmental Honors
Students in this program must work
with advisers in the English department
and the education department in order to
meet the professional requirements within
the education department as well as the
requirements for the major.
Students are encouraged to take courses
toward their major during the freshman
and sophomore years, and apply for
teacher education no later than the spring
of their junior year.
This major is only for those who seek
to be licensed in communication artslliterature. Should licensure not be possible,
graduation can be achieved through an
English major, which requires at least two
additional, specific courses, or a speech
major.
Additional ESE and EDC courses are
required for licensure. They include EDC
200,210,220,310; ESE 300; EDC 410,
480; student teaching. Contact an education department adviser for information.
ESE 352
ESE 351
English 14
Developmental Writing
A preparatory course for ENG 111 Effective Writing, this course is required of
students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not
fulfill the graduation requirement in writing. The minimum passing grade for
this course is 2.0.
Effective Writing
Emphasis is on exposition, including learning research techniques and writing
critical reviews. Attention is given to increasing students' effectiveness in
choosing, organizing, and developing topics; thinking critically; and revising
for clarity and style. A writing lab is provided for those needing additional
help. The minimum passing grade is 2.0.
ENC 111
Note: First day attendance in all writing courses is mandatory for a student to
hold hislher place in the course.
ENG 111 Effective Writing is strongly
recommended but not a prerequisite for a
lower division literature course.
Prerequisite for an upper division literature
course is ENG 245 Introduction to
Literature and/or consent of the instructor.
Prerequisites
Students in Effective Writing (ENG
111) and Developmental Writing (ENG
101) can elect the traditional grading system or P/N grading in consultation with
their instructor up through the last week
of class (without special permission/petition). Students who choose to receive a
traditional grade in either course will
receive a grade of N (one time only) if their
work is below a 2.0. A student who
repeats ENG 101 or 111 a second time and
does not receive a grade of 2.0 or higher,
will receive a grade of 0.0.
required to enroll in ENG 101
Developmental Writing where they receive
more individual instruction than is possible
in ENG 111Effective Writing. These students must pass ENG 101 Developmental
Writing with a grade of 2.0 or higher before
enrolling in ENG 111Effective Writing.
ENC 101
A writing sample is required of students
to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in
composition must have a score of 4 or 5.
Students who do not show competence in
composition skills-such as stating and
supporting a thesis, organizing clearly, and
constructing paragraphs and sentences-are
The Enqlish
- Placement Test
Transfer English education students
with a B.A. in English from another college
must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken
before the department can recommend a
student for student teaching.
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
Transfer Students
Five courses in writing (above ENG 11l),
including ENG 225 and one upper division
course in writing.
Concentration in Writing
48 English
-
American Indian Literature
A study of representative works of poetry and fiction by selected American
Indian writers. Discussion and analysis on ways in which literature reflects
and illuminates American Indian culture and traditions.
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for
business and professional careers. The writing of reports, letters, and proposals
is emphasized. Students are encouraged to use material from their own areas
of specialization. (Prereq.: ENG 111)
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing (ENG
111). Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111)
lntroduction to Creative Writing
The purpose of the course is to introduce students to the process of creative
writing and to various genres, emphasizing poetry and short fiction, but
including journal keeping and creative prose. (Prereq.: ENG 111)
Journalism
An introductory newswriting course with emphasis on writing for the print
and broadcast media. Students consider how to recognize news, gather and
verify facts, and write those facts into a news story. An introduction to legal
and ethical questions is included. (Prereq.: ENG 111)
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experiences in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
Introduction to Cinema Art
An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both
feature length and short films, illustrating the international development of
film form and selected esthetic movements. (Spring)
ENC 223
ENG 225
ENC 226
ENG 227
ENC 236
ENC 241
ENC 217,218 English as a Second Language
Understanding spoken American English, speaking, reading college-level
materials, and writing are the skills emphasized in these two courses. Testing
determines placement in these courses; and testing, as well as course performance, determines whether the ESL requirement is met. Students continue in
ESL until the requirement is completed but can receive credit for only two
courses (Fall: ENG 217; Spring: ENG 218)
ENC 216
English 14
ENC 338
ENC 337
ENC 336
ENC 331
ENC 282
ENC 272
ENC 271
ENC 251
ENC 245
50 English
Introduction to Literature
Study of the bard's major plays-comedies, histories, tragedies, and romances
-for their literary, dramatic, and cultural significance. Taught in conjunction
with ENG 438. (Prereq.: ENG 245 or junior standing or consent of the
instructor. Spring)
Shakespeare
Victorian poetry, Victorian prose, and two or three novels of the period.
Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of
instructor. Spring)
A study of major writers of the 19th century, emphasizing Romantic and
British Literature: the Romantics and the Victorians
Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual,
and social influences and the major literary movements. (Prereq.: ENG 245 or
consent of instructor. Fall)
British Literature: 17th and 18th Centuries
A study of Chaucer and the medieval milieu, as well as the development of
English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or
consent of instructor. Fall)
British Literature: Medieval to Elizabethan
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year.
Topics in Literature
Study of masterpieces of literature, chiefly European, from the medieval to the
modem period, including such authors as Moliere, Cervantes, Rabelais,
Voltaire, and Ibsen. (Spring)
European Literature: From the Renaissance to the Modern Period
Study of major works of Greek and Roman literature, including Homer, Virgil,
Aeschylus, Sophocles, and Dante. Works are studied with reference to their
mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance. (Fall)
European Literature: Homer to Dante
An introduction to selected texts of literary and historical importance that
yield an understanding of our Western heritage and contemporary American
world views. Themes could include the emergence of a national identity the
shaping of a collective American memory, and the contributions to American
thought by women and people of color.
Readings in American Literature
An initiation into the formal study of fiction, poetry, and drama, drawing on
works from several periods, different cultures and races, and male and female
writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature.
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: ENG 245 or consent of instructor)
Topics
Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall)
Studies in Modern Fiction
Writers are selected to represent the literary variety and the regional, ethnic,
and racial diversity of the men and women who have responded significantly
in literary works to the changing conditions of modem American life. (Prereq.:
ENG 245 or consent of instructor. Spring)
American Literature Since 1920
Reading of selected writers from colonial times to the beginning of the 20th
century. Attention given to the intellectual, social, and literary movements that
stimulated the writers. The writers' continuing influence on our modem sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall)
American Literature Before 1920
This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository
essays and news reports. This course is designed for persons wishing to
explore the use of computer-assisted research and those preparing to enter the
communication professions. (Prereq.: ENG 225 or ENG 227 or consent of
instructor. MPG 3.)
Quantitative Journalism:Computer-Assisted Reporting and
Research
A structural and historical overview of theoretical and social issues concerning
the English language, including theories of language acquisition. Students are
introduced to the primary components of linguistics, and the development of
the English language. (Prereq.: ENG 245 or consent of instructor.)
Introduction to the English Language
The purpose of this course is to help the experienced student improve creative
writing in a single genre, as announced in the class schedule. (Prereq.: ENG
226 or consent of instructor on the basis of submitted work.)
Advanced Creative Writing
ENC 436
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experience in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
Reading of theoretical essays. (Prereq.: ENG 245 or consent of instructor)
Women and Fiction
All 400-level courses will involve some reading and study of literary criticism or: in the case of
writing classes, ofwhat writers andlor composition theorists have to say about writing.
ENC 382
ENC 361
ENC 351
ENC 350
ENC 347
ENC 345
ENC 341
English 1s'
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivated writer, the course emphasizes the conventions of
professional writing, including appropriate styles, voice, subjects, and technigues for
gatheTing information. (Prereq.: ENG 225 and consent of instructor. Alternate years)
Criticism
The course focuses on a variety of recent critical theories and approaches with
which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with
applications to a small group of literary and cinematic texts. (Prereq.: ENG
245 or consent of instructor. Alternate years)
Topics in Language and Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: ENG 245 or consent of instructor)
ENC 445
ENC 480
ENC 482
Playwriting
Directed Study
See description on page 92.
lnternship
See description on page 91. Note: The internship in Teaching Writing requires
completion of ENG 225 and approval of the department chair.
Independent StudyIResearch
See description on page 92. Open to junior or senior English majors with an
overall GPA of 3.0 and consent of department chair.
ENC 299
ENC 399
ENC 499
See listing under Modem Languages.
See listing under Modem Languages.
See listing under Interdisciplinary Studies.
lnternship
See description on page 91.
ENC 199
Internships and Independent Study Courses:
THR 325
See department listingfor a description of the following approved elective:
Shakespeare
Taught in conjunction with ENG 338 (see above). Includes exposure to
Shakespeare criticism. (Prereq.: ENG 245 or consent of instructor. Spring)
ENC 438
s
Critical Thinking
A course to enhance the ability of students to analyze, synthesize, and evaluate
claims, this course is designed specifically to strengthen critical thinking skills
of entering students who are determined to need such skill enhancement by
the entry critical thinking assessment. This course may not be taken by students who have passed the Critical Thinking Assessment.
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be
taken by students who have completed eight credits.
Quantitative Reasoning/StatisticaI Literacy
Critical thinking about statistics as evidence in arguments involving predictions and explanations. Topics include reading and evaluating tables, graphs,
and statistical models as well as generalizations, traditional confidence intervals, and hypothesis tests. Emphasis on interpretation, evaluation, and communication. (Prereq.: MPG 3)
City Seminar: Experiential Education
(.O course)
Students engaged in a minimum of 50 hours of internship/se~cdcooperative
education use that experience as a catalyst for learning about the Twin Cities
as an urban community system. Students participate in a required seminar,
completing five reflective assignments designed to introduce them to a
systematic, ecological way to understand how cities function. The seminar
enables the student to meet the objectives of The City Perspective.
Permission of instructor. No course credit.
CST 100
CST 140
CST 200
CST 209
See listing under Modem Languages.
Cooperative Education
(.O course)
A non-credit notation recognizes the academic learning inherent in an
approved co-op education assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center
for Service, Work, and Learning. No course credit.
CST 009
ome courses help to integrate learning around topics in ways that are different
from the more traditional disciplines.
General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating
faculty
Marilyn Florian (Chair), Brian Amrnann,
Lisa Broek, Carol Enke, Mary EwertKnodell, Paul Grauer, Alvin Kloppen, Lauri
Ludeman, Jack Osberg, Joyce Pfaff, Missy
Strauch, Eileen Kaese Uzarek
Health and Physical Education Faculty
All health and physical education
majors seeking licensure must receive a
grade of 2.0 in all courses with an HPE
prefix applying to the major.
The health education department prepares students for careers in school health
education and wellness. This program
offers a comprehensive health component
in examining prevention and promotion
needs for individuals, schools, and the
community.
The physical education department
provides the organizational framework for
a wide range of educational experiences,
including several major and minor programs: general education in physical education; men's and women's intercollegiate
athletic programs; intramural programs for
men and women; and athletic facilities for
developmental and recreational activities.
irtually all students at Augsburg
College will interact at some point in their
college years with the Department of
Health and Physical Education. It is the
philosophy of the department to provide
quality experiences in professional preparation and education for lifelong participation in physical activity In addition, the
gifted athlete as well as the recreational
participant will find ample opportunity for
athletic and developmental activities.
v
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure Major
Health Education Major
HPE 101 Fitness For Life
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 316 Human Sexuality
HPE 320 School Health Curriculum
(Fall: even years)
HPE 356 Measurement and Assessment
in HPE
HPE 390 Instructional Methods and
Materials (Fall: odd years)
HPE 410 Administration and Supervision
of the School Health Program
(Fall: even years)
HPE 450 Current Health Issues
BIO 103 Human Anatomy and
Physiology
PSY 201 Health Psychology
PSY 351 Developmental Psychology:
Child
or PSY 352 Developmental Psychology:
Adolescent and Young Adult
Must have instructor's certification for CPR
and first aid.
HEALTH EDUCATION
-
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure Major
Physical Education Major
HPE 101 Fitness for Life
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 210 Introduction to Physical
Education
HPE 220 Motor Learning
HPE 232 Dance (Interim)
HPE 254 Introduction to Development/
Adapted Physical Education
HPE 275 Prevention and Care of Athletic
Injuries (Interim)
HPE 323 Team Sports
HPE 331 Individual and Dual Sports
HPE 335 Outdoor Education
HPE 340 Organization and
Administration of Physical
Education Programs
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 356 Measurement and Assessment
in HPE
HPE 473 Physical Education Curriculum
BIO 103 Human Anatomy and
Physiology
Recommended: PHED 250, PHED 422,
PHED 423, and PHED 425 (at St.
Thomas).
Also required: 1,500 hours of practical
experience under the direction of a
Certified Athletic Trainer to be completed
by December 31, 2003.
Internship in Athletic Training
requires:
BIO 103 Human Anatomy and
Physiology
BIO 252 Human Physiology (at St.
Catherine)
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of Athletic
Injuries
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPED 425 Advanced athletic training (at
St. Thomas)
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of
Athletic Injuries
HPE 280 Coaching Theory
(Fall, even years)
Coaching (not a major)
Minnesota Board of Teaching Statute
35 12.3100 Employment of Head Varsity
Coaches of Interscholastic Sports in Senior
High Schools requires:
HPE 101,115,210,223, 231,232,351.
There is no PE teaching minor in
Minnesota public schools.
HPE 101, 110,114, 115,316,320,390,
450, BIO 103.
PHYSICAL EDUCATION
Minor
Minor
Health and Physical Education 15:
-
-
HPE 450
HPE 410
HPE 390
HPE 356
HPE 320
HPE 316
HPE 115
HPE 114
HPE 110
HPE 101
personal
(.5 course)
(.5 course)
(.5 course)
This course uses "critical thinking" skills to examine current health issues in
text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years)
Current Health Issues (.5 course)
Historical background, legal basis, and school health services relationship to
community and school health programs and resources. (Fall: even years)
Administration and Supervision of the School Health Program
(.5 course)
Principles and methods of instruction applied to health education grades K12. Emphasis upon teachingearning strategies and student assessment.
Evaluation and development of materials included. (Fall: odd years)
Instructional Methods and Materials in Health Education
Sunrey of basic statistical procedures, standards, assessment and evaluation of
tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either
HPE 110 or HPE 210 and 220. Fall)
Measurement and Assessment in HPE
Techniques for developing a course of study in school health, based upon
growth and development, for grades K-12. Examination of "standardsn and
pedagogy for health education, curriculum, and assessment included. (Fall:
even years)
School Health Curriculum
A study of the psychological, social, and biological components of human sexuality (Spring)
Human Sexuality
An analysis of chemical abuse and what can be done for the abuser. Includes
information about school health education and services. (Fall, Spring)
Health and Chemical Dependency Education
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall, Spring)
Health and Safety Education
Modem concepts and practices of health and healthful living applied to the
individual and the community (Fall)
Personal and Community Health
health and fitness. (Fall and Spring)
A course designed to provide the knowledge and skills to mod*
Fitness for Life
HEALTH EDUCATION
156 Health and Physical Education
HPE 340
HPE 335
HPE 331
HPE 323
HPE 275
HPE 254
HPE 232
HPE 220
HPE 210
HPE 101
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
tion and athletic programs. (Prereq.: HPE 210. Fall)
A survey of management, leadership, and decision-making for physical educa-
Organization and Administration of Physical Education Programs
(.5 course)
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which
these activities occur. The course will include a three-day camping/hiking trip.
(Prereq.: HPE 101, HPE 114, HPE 210. Split falllspring, even years)
Outdoor Education
Theory and practice in skills, teaching, and officiating individual and dual
sports including history, rules, and skill development. (Fall)
Individual and Dual Sports
Theory and practice in team sports including history, rules, and skill development. (Spring)
Team Sports
Emphasis placed on preventing and treating common athletic injuries.
Practical experience in taping and training room procedures. (Prereq.: HPE
114. Spring)
Prevention and Care of Athletic Injuries
childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall)
A general overview of developmentalladapted physical education from early
Introduction to Developmental/Adapted Physical Education
(.5 course)
Theory and practice in teaching and performing American heritage and international dances. (Spring)
Dance
The study of the processes associated with developing motor skills relative to
physical activity (Spring)
Motor Learning
History, principles, and philosophy of physical education and sport. (Spring)
Introduction to Physical Education
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall, Spring)
Fitness for Life
HPE 002, 003 Lifetime Sports
(.O course)
Three hours per week. Two lifetime sports meet the general education requirements. No course credit. (Fall, Spring)
PHYSICAL EDUCATION
Health and Physical Education 15;
Kinesiology
(.5 course)
Examination and preparation of materials and resources for physical education
with laboratory experience. (Prereq.: HPE 210. Fall)
Physical Education Curriculum (.5 course)
Procedures, materials, and issues for teaching physical education in secondary
schools. (Consult with department chair for prerequisites. Spring)
Physical Education Methods (7-12)
Procedures, materials, and issues for teaching physical education in grades K-6.
An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult with department chair for prerequisites. Fall)
Physical Education Methods (K-6)
Survey of basic statistical procedures, standards, assessment and evaluation of
tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either
HPE 110 or HPE 210 and 220. Fall)
Measurement and Assessment in HPE
The major effects of exercise upon the systems of the body and physiological
principles applied to exercise programs and motor training. (Prereq.: BIO 103.
Spring)
Physiology of Exercise
Mechanics of movement with special emphasis upon the muscular system and
analysis of movement. (Prereq.: BIO 103. Fall)
HPE 499
HPE 399
HPE 299
HPE 199
See description on page 92. Open only to junior or senior majors.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
HPE 473
HPE 368
HPE 365
HPE 356
HPE 351
HPE 350
- Health and Physical Education
158
H
Nine courses (including HIS 495 seminar). At least four of these courses must be
upper division. A major must have at least
one course (either survey or upper level)
from each of the four areas: ancient and
Major
History Faculty
Jacqueline deVries (Chair), Phil Adamo,
William Green, John Gregg, Don
Gustafson, Chris Kimball
The study of history enables us to deal
more knowledgeably with continuity and
change in society. The construction of an
informed sense of our past is a fundamental
ingredient in appreciating and understanding the present as well as anticipating the
future. History majors are prepared to be
active and contributing members of their
society. The study of history, which has
long held a major role in the liberal arts,
is an entry to elementary and secondary
education, graduate study in several fields,
and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing
of information.
istory is to society what memory is
to an individual; it brings to a civilization
an understanding of its identity. The distinguished medievalist J. R. Strayer expressed
it this way: "No community can survive
and no institution can function without
constant reference to past experience. We
are ruled by precedents fully as much as by
laws, which is to say that we are ruled by
the collective memory of the past. It is the
memory of common experiences that
makes scattered individuals into a community"
Satisfactory completion of a lower division course (100- or 200-level) is normally
required before enrolling in an upper division course (300- and 400-level). See
instructor for permission.
Prerequisites
First-year students should enroll in
one or more of the 101-104 courses.
200-level courses are normally reserved
for sophomore or upper division students.
Upper division courses are numbered
300 and above.
GPA of 3.6 in the major and 3.0 overall;
except in special instances, application
before the end of the first term of the
junior year; two years of a foreign language
at the college level (or its equivalent); an
honors thesis (equal to one course credit)
to be defended before a faculty committee.
Departmental Honors
Five courses, at least three of which
must be upper division.
Minor
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure
medieval, modem Europe, U.S., and nonWestern.
-
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years.
The Modern Non-Western World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
The Modern World
A consideration of European institutions and values from the waning of the
Middle Ages through the remodeling of Europe by Napoleon.
The Shaping of Western Civilization
An analysis of the primary civilizations in the Near East, the classical world of
Greece and Rome, and the Middle Ages of Europe into the 13th century.
The Beginning of Western Culture
courses at Augsburg. A minor normally
requires two courses taken at Augsburg.
HIS 220
HIS 195
A survey of the contacts between American, African, and European cultures
and the political, religious, and racial diversity that formed colonial life,
including a study of independence, expansion, and democratization of the new
republic.
America to 1815
An introduction to selected historical topics not regularly offered in lower
division classes. The specific topics to be offered will be announced prior to
registration.
Topics in History
This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan
and Sri Lanka. Upper division students will have additional assignments and
different exams from lower division. (Prereq.: Consent of instructor required
for HIS 462)
HIS 1621462 20th Century South Asia
An exploration of selected topics and case studies in Latin American history
from Pre-Columbian times through the conquest and colonial periods up to
modem Latin America. Additional readings and written assignments will be
required for upper-division students. (Prereq.: Consent of instructor required
for HIS 350)
HIS 150/350 Cultural Conflict and Change in Latin America
HIS 104
HIS 103
HIS 102
HIS 101
Transfer students planning a major
must normally take at least three of their
Transfer Students
160 History
19th-Century U.S.
HIS 311
HIS 249
History of African American Civil Rights, 1915-1972
HIS 243
Exploration of selected topics in women's history not regularly examined in
other departmental offerings. The specific topic to be offered will be
announced prior to registration.
Topics in Women's History
(See Department of Art for course description)
The Designed Environment
A continuation of HIS 242 with special emphasis on the contributions of
W. E. B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston,
Thurgood Marshall, and Martin Luther King, Jr.
History of African American Civil Rights, 1619-1915
A survey of the development of Afiican American civil rights focusing on
legal, economic, and political issues influenced by race and class, emphasizing
emancipation and integration of slaves and former slaves.
Selected topics in African American history not regularly examined in other
departmental offerings. The specific topics to be offered will be announced
prior to registration.
Topics in African American History
This course examines the racial, ethnic, political and economic history of
Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the
period of British and French exploration, and to the development of statehood.
Minnesota History
An examination of the social, economic, and intellectual factors in American
history that, combined with English and colonial antecedents, contributed to
the emergence of our modem legal system.
American Legal History
The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation,
immigration, and ethnicity; and urban politics and reform.
History of the Twin Cities
A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal
government, the implications of increasing racial and ethnic diversity, and the
impact of affluence.
20th-Century U.S.
A survey emphasizing cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and
Reconstruction.
HIS 242
HIS 241
HIS 234
HIS 228
HIS 225
HIS 222
HIS 221
History 16
-
HIS 348
HIS 347
HIS 346
HIS 336
HIS 335
HIS 332
HIS 331
HIS 326
HIS 323
162 History
Modern China
An introductory historical survey of the Soviet Union, beginning with a brief
examination of Russian history before turning to the Russian Revolutions of
1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The
course will emphasize political, diplomatic, economic, and cultural history.
(Prereq.: 100-level course or consent of instructor)
Russia and the Soviet Union in the 20th Century
Four specific mini-courses together provide an overview of Mexico's historical
development from pre-Columbian times to the present day.
MesoAmerica: Legacy of the Conqueror
peoples, the impact of South African occupation, the war for independence,
and the roots of apartheid and its institutionalization. (See page 179 in
International Studies.)
A survey of Namibia and South Africa including the experience of indigenous
Namibia and South Africa: A Historical Perspective
A survey of the history of work and the worker, primarily in the late 19th and
20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and
union to the state.
American Labor History
A study of urban development from colonial and frontier beginnings through
the age of industrialization to the present, including the dynamics of urban
growth and planning, politics and reform, and the growth of urban culture.
American Urban History
A survey of U.S. foreign relations from the American Revolution through the
Cold War, emphasizing changing definitions of war and peace, tensions
between internationalism and isolationism, the emergence of the U.S. as an
economic and military power.
History of U.S. Foreign Relations
In-depth exploration of selected topics in U.S. history not regularly examined
in other departmental offerings. The specific topics to be offered will be
announced prior to registration.
Topics in U.S. History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
American Indian History
A selective treatment of Chinese history since the Opium War of 1839; the
erosion of China's isolation and collapse of the imperial system; and the
Nationalist and Communist revolutions of the 20th century.
HIS 474
HIS 440
HIS 381
HIS 380
HIS 370
HIS 361
HIS 360
HIS 354
HIS 352
HIS 349
Europe's discovery of the rest of the world, cultural interaction and conflict,
the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
The World and the West
This course will investigate topics in world history that are not included in
regular course offerings. The specific topics to be offered will be announced
prior to registration.
Topics in World History
With attention to class, racial, and ethnic differences among women, this class
examines the changing legal, political, economic, social, and sexual status of
women in Europe and North America since the Victorian period.
The History of Women in the West Since 1870
A thematic and comparative examination with primary focus on Europe and
North America, emphasizing changing conceptions of women's work, public
roles, sexuality, life cycles, and familial roles in the Renaissance, early
American, Enlightenment, and Victorian periods.
The History of Women in the West to 1870
emphasizing modifications of these institutions by the Italian Renaissance and'
the early years of the Reformation.
A study of the scholastic tradition and the role of the Church and state,
The Late Middle Ages to 1560s
Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the
world's greatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process.
Hellenistic Greece and Rome to 330 A.D.
Civilization of the Near East from earliest times through its extension and
elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions.
The Ancient Near East and Greece to 338 B.C.
This course will take a distinctively interdisciplinary approach (sources will
include literature, film, music, and artwork) to explore a period of dramatic
change in British politics, society, culture, and international status.
Britain and the Commonwealth Since 1688
A survey of the social, political, and cultural development of modem
Germany, focusing on the question of Germany's sondenveg (special path) and
examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust.
Modern Germany
(See Department of Art for course description)
The Designed Environment
History 16
Seminar
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics will be
announced prior to registration. Permission of the instructor is required.
(Offered at least once each year, during the fall term.)
lnternship
See description on page 91.
Independent StudyIResearch
See description on page 92. A maldmum of one course in independent study
may be applied to the major. (Prereq.: 3.5 GPA in history)
HIS 399
HIS 499
Introduction to Computing and Communications
Integrated with HON 100, this course introduces computing basics, hardware
and software, the possibilities and limitations of computing, artificial intelligence, communications basics, the Internet, and some of the social, philosophic, and economic implications of computing.
Self-Identify and Society
Psychological, sociological, anthropological, and theological perspectives are
used to explore the role of the individual in community and other social institutions.
HON 160
HON 210
HON 100-101 Freshman Honors Seminar
This is the program's introduction to the Honors Program and to collegiate
scholarship. We explore an interdisciplinary mix of Western history, the Bible,
English literature, and philosophical texts as we assess the Western tradition
and Christianity's place within that tradition.
T h e r e are two ways to graduate from
the Honors Program- Graduate with
Distinction or Honors Program graduate.
Graduating with distinction requires satisfylng all program requirements, a 3.5 GPA,
Directed Study
See description on page 92. A maximum of one course in directed study may
be applied to the major.
HIS 299
and successful completion of a departmental honors project. Honors Program graduate requires a 3.3 GPA and service on the
Honors Review editorial board. Students
take five of the following courses and four
mini-seminars. (Four mini-seminars equal
one credit.)
Internship
See description on page 91.
HIS 199
Internships and Independent Study Courses:
HIS 495
164 History
History of Jazz
Studies not only jazz as an art form, but as an expression of culture, race, gender, creativity, and community created by jazz musicians.
Philosophy of Science
Explores and assesses scientific theories, laws of nature, evidence, whether science generates truth, and, from more recent developments, the philosophical
implications of chaos and complexity.
Senior Honors Seminar
This capstone course explores one of three topics: the relationship of science
to religion, the life and thought of C.S. Lewis, or the history and significance
of Hispanic Christianity in the United States.
HON 241
HON 365
HON 401
L
Chemistry in Context
A one-semester introduction to science through selected topics in chemistry
that emphasize current issues in science. More specifically, it introduces honors students to science and scientific ways of knowing.
HON 214
L
The Poverty and Wealth of Nations
Adam Smith published The Wealth of Nations in 1776 puzzling over the question of who's rich and who's poor. Do we have any more answers now than he
did then? Emphasis in the course will be placed on understanding economic
systems from around the world and how individuals make choices within this
framework. This course fulfills the Social World Area 1 or 2 perspective.
HON 217
I
Human Community and Modern Metropolis
Using the basic concepts and methods of sociology, this course enables students to explore the concept of human community and the social institutions
which facilitate that community.
HON 212
For other interdisciplinary course
listings, see International Studies.
Augsburg also offers students the
oppomnity to major and minor in
Women's Studles, Metro-Urban Studies, and
American Indian studies.
dents are better prepared to become contibuting members of the global community.
Dyanamic Social Systems
This course is designed specifically to facilitate the development of this understanding through the exploration of alternative social science perspectives of
how social organizations function and adapt.
HON 21 1
nterdisciplinary studies covers a broad
spectrum of experience and coursework.
students
gain greater insight and understandmg of
cultures and ~ersvectivesdifferent from
their own. Through these experiences stu-
-
Honors Program 16:
-
Introduction to American Indian Studies
This course is an introduction to the content areas of the American Indian
studies curriculum, including an overview of American Indian history,
American Indian literature, federal Indian policy, land issues, reservation and
urban issues, cross-cultural influences, art, music, and language.
Five courses including INS 105. At
least two must be upper division.
Minor
In addition student must complete five
electives. At least five of the courses
toward the major must be upper division.
Major
Ten courses including;
INS 105 Introduction to American
Indian Studies
INS 260 Contemporary American
Indians
HIS 326 American Indian History
REL 370 American Indian Spirituality
and Philosophical Thought
INS 499 Capstone Project
Adjunct Faculty
Priscilla Buffalohead, Steve Chapman,
Robert Danforth, Rick Greschyk, Sophia
Jacobson, Dale Weston
American Indian Literature
(See Department of English for course description.)
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society. Comparative
roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African
tribes, peasant societies of eastern Europe, Mexico, the Middle East, and
China.
ENC 216
INS 233
OJB 111, 112 Beginning Ojibwe I, I1
(See Department of Modem Languages for course description.)
INS 105
Associated Faculty
Eric Buffalohead (Sociology), John Gregg
(History)
Coordinator
Eric Buffalohead
American Indian Studies is a major h a t
gives students the opportunity to learn
about the original, indigenous cultures of
North America. Students will be provided
with a multidisciplinary understanding of
the history and present situation of
American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts, philosophy, religion, political and social forces,
and the legal status and sovereignty of
American Indians. This course of study
exposes students to the richness and beauty of North American Indian cultures.
6 6 Interdisciplinary Studies
INS 499
INS 495
REL 370
HIS 326
INS 332
INS 320
ART 290
INS 264
INS 260
-
An independently designed research project to fulfill the capstone requirement.
Independent ResearchICapstone Project
This course will examine the experiences of the Dakota and Ojibwe in
Minnesota from the time of contact to the present situation of both tribes.
Each group's history and experiences will be studied and compared. Major historical events will be examined as well as significant events important to each
group.
Minnesota lndians
(See Department of Religion for course description.)
American lndian Spirituality and Philosophical Thought
(See Department of History for course description.)
American lndian History
The objective of this course is to study Native American Storytelling from a
cultural perspective. An appreciation of oral traditions ill be emphasized and
studied within the broader context of world mythologies. Students will be
expected to perform storytelling and to research the various tribal storytelling
traditions.
Native American Storytelling
The focus is on the roles played by women in the tribal cultures of North
America. It explores the continuity of women's roles over time, as well as
changes in these roles, precipitated by the influence of Western colonialism. It
examines the life histories of Indian women and assesses their contributions to
Indian community life today.
American lndian Women
(See Department of Art for course description.)
Tribal Arts and Culture
Various images of the North American Indian, created by Hollywood and television, are studied. Films from 1913 to the present are viewed in order to provide an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural ideologies.
American lndians in the Cinema
This course examines the situation of American Indians in the United States
since the Indian Reorganization Act (1934). Emphasis is on such current
issues as tribal sovereignty, treaty rights, and education. The tension of cultural change and religious, traditional persistence among selected American
Indian tribes today is highlighted.
Contemporary American lndians
Interdisciplinary Studies 16
-
In this two-week intensive field experience, students will travel by boat down
the Mississippi River exploring elements of the politics and policies relating to
the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees.
(Prereq.: POL 241 or equivalent and passing a water safety test)
River Politics Field Seminar
This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of
the role the individual plays within the context of workplace relationships.
Emphasis is placed on interpersonal, group, and organizational relationships.
(Prereq.: Junior or senior standing and at least one of the following coursesSOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105)
Building Working Relationships
(See Department of History for course description.)
Topics in African American History
An overview of the major issues related to the African American experience,
focusing on historical, sociological, economic, legal, and psychological aspects
of that experience.
The African American Experience in America
The course covers the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and
Islamic patterns of life.
Introduction to Islam
(See Department of Religion for course description.)
Religion in African American History
Coordinator
The
of the 'lst century demands
complex skills. It is not enough to have an
area of expertise or be a good manager.
One needs leadership skills. The Augsburg
Norma Noonan
curriculum offers a minor in leadership
studies, drawing on a wide variety of
courses across disciplinary lines. A minor
in leadership studies can enhance your
major in a wide variety of disciplines
including business, sociology, political science, communication, computer science,
economics, and psychology.
This course introduces students to the range of qualitative methods available
for the applied study of social issues and prepares them for a substantial
research project. In separate labs, students will acquire skilk in either archival
research, content analysis, interviewing, or participant observation. (Prereq.:
upper division or graduate standing and at least one upper division course in
the student's major, or consent of the instructors)
INS 381I581 Qualitative Research Methods
INS 342
INS 325
HIS 241
INS 232
INS 225
REL 231
68 Interdisciplinary Studies
Metro-Urban Studies is a multidisciplinary major and minor taught by faculty in
sociology, economics, history, political science, psychology, and other related disciplines. Memo-Urban Studies is designed to
blend classroom and field experience, theory,
and internships that focus the content of
liberal learning on the metropolitan community and the process of urbanization.
Select two courses from the following list.
(No more than one per department.)
BUS 340 Human Resource Management
(prereq. BUS 242)
BUS 440 Strategic Management (prereq.
BUS 242) [S]
HIS 222 20th-Century U.S. [WH, CT]
INS 325 Building Working Relationships
(WECDay) [HI, Sl
PSY 373 Industrial Organizational
Psychology (prereq. PSY 102 or
105) [Sl
SPC 321 Business and Professional
Speaking
SPC 355 Small Group Communication
(no prereq.)
SPC 410 The Self and the Organization
(WEC) [HI]
Required electives: (2)
Principles of Management (no
.
prereq.)
SOC 349 Organizational Theory (prereq.
SOC 121 or permission of
instructor) [CT]
SPC 345 Organizational Communication
(no prereq.)
POL 421 (Topics: This topic only)
Becoming a Leader (prereq. one
POL course or permission of
instructor) [S] This course will
be the only integrative course
in the minor.
BUS 242
Required courses: (4)
Major
10 courses including:
ECO 110 Economics of Urban Issues
POL 122 Metropolitan Complex
SOC 21 1 Community and the Modern
Metropolis
HIS 225 History of the Twin Cities
or HIS 335 Urban American History
SOC 362 Statistical Analysis
or POL 483 PoliticaVStatistics/
Methodology
SOC 363 Research Methods
or POL 484 Political Analysis Seminar
Metro-Urban Studies Faculty
Gany Hesser (Director, SOC), Andrew
Aoki (POL), Jeanne Boeh, (ECO), Chris
Kimball (HIS), Michael O'Neal (SOC) ,
Michael Shock (SWK)
Internships, community service-learning,
and cooperative education are available as
ways to enhance the quality of the major and
make fuller use of the extensive metropolitan opportunities afforded by the College's
location. The Higher Education Consortium
for Urban Affairs (HECUA) and Associated
Colleges of the Twin Cities (ACTC) enrich
the overall program with additional courses
and semester-long programs.
Metro-Urban Studies and the general
education Perspective on The City introduce students to the wide variety of developing careers related to urban and metropolitan affairs and equip students with the
analytical and theoretical tools required to
understand and contribute to the metropolitan community. The Metro-Urban
Studies major and minor also provide
undergraduate preparation for postgraduate studies in planning, architecture, law,
public administration, environmental studies, social welfare, government, community
organization, and theology.
Interdisciplinary studies 16
-
Internship
See description on page 91. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week.
Independent Study-Metropolitan
INS 399
INS 498
Augsburg co-founded and plays a leading role in the Higher Education
Consortium for Urban Affairs. Through
HECUA, Augsburg students have access to
six interdisciplinary field learning programs of exceptional quality, located in
Scandinavia, South America, C e n ~ a l
-4merica. and the Twin Cities.
Also see In tcmaiioml Studies listings.
Independent Study/Research
See description on page 92. (Prereq.: POL 484 or SOC 363)
utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a
department faculty member. (Prereq.: POL 122 or SOC 211 and consent of
instructor)
An independently-designed course developed by a student (or group of students),
URBAN STUDIES OPTIONS
THROUGH HECUA
INS 499
Directed Study
See description on page 92. (Prereq.: POL 122 or SOC 211)
INS 299
Resources
Internship
See description on page 91.
INS 199
Internships and Independent Study Courses:
The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the
director of the program.
HECUA off-campus programs are highly
recommended, especially the MetroUrban Studies Term (MUST) Twin Cities
program. Students interested in graduate
Minor
POL 122, SOC 211, HIS 225, and two
of the following: HIS 335, SOC 381, or INS
399.
school are encouraged to take ECO 113
Principles of Microeconomics.
SOC 381 The City and Metro-Urban
Planning
INS 399 Internship
Plus two additional approved urban-related
courses. (Courses fulfilling The City
Perspective generally meet the urbanrelated requirement.)
170 Interdisciplinary Studies
-
OR SPRING
Field Seminar: Urban Inequality and Social Change
Concrete conditions of life and community issues in different neighborhoods
provide varying-at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history
provide data to identify inequality and to assess theories and strategies for
explaining and overcoming it.
Internship
(2 course credits)
See description on page 91.
INS 359
INS 399
The Politics of Artistic Expression
Studv of the social and cultural historv of urban art. the role of art and culture
in everyday life, and the relationship between intellectual discourse and the
politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
Internship
(2 course credits)
See description on page 91.
INS 331
INS 399
Ill. SEE HECUA UNDER INTERNATIONAL STUDIES (SUST, SAUS, CILA, AND
EECLA)
Field Seminar: Emerging Art and Urban Cultures
Exploration of life experiences and works of artists, cultural workers, and
community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events.
INS 330
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
II. CITY ARTS-SPRING
Reading Seminar: Diversity and Unequal Urban Development
Interdisciplinary readings connect experiences and direct obsewation with
theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for
urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it.
INS 358
This "Semester in the Cities" program focuses upon the Twin Cities metro area.
I. METRO-URBAN STUDIES TERM (MUST)-FALL
Interdisciplinary Studies 171
-
Nordic area studies is an interdisciplinary program. The curriculum treats
Norden (Denmark, Finland, Iceland,
Norway, and Sweden) not only as a geographical area, but as an integrated cultural
region with a shared history, common val-
Students are encouraged to continue
more advanced language study through the
ACTC language contract with the
University of Minnesota. A program of
study abroad or an internship in the
Middle East is recommended strongly and
will receive credit toward the minor.
3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area.
2. Required foundational course: POL
358 (Hamline) Politics and Society of the
Middle East.
1. Language courses: one year (2 courses) of elementary Arabic, Hebrew, or
another Middle Eastern language (or
equivalent competency)
Six courses, including language and
area studies courses (consult the program
director for ACTC listing of approved
courses):
Requirements
The Middle East studies minor offers
students the opportunity to learn about the
religions, economic situation, historical
and political developments, literature, philosophy, and culture of Middle Eastern
people and countries.
172 Interdisciplinary Studies
Recommended supporting preparation:
Study abroad through International
Partners, or SUST (See International
Studies, International Partners, and
Scandinavian Urban Studies Term); independent study in Denmark, Norway,
Sweden, Finland or Iceland; elective courses or a second major such as Norwegian,
history, political science, urban studies,
business administration, international relations, sociology or social work.
At least four of the courses required for
the major must be Augsburg courses. The
remainder may be transfer credits included
in the major on approval of the program
coordinator. Students graduating with a
major or minor must also present the
equivalent of intermediate level competence in a Scandinavian language. See
Norwegian language course listings under
the Department of Modem Languages.
Other Requirements
Minor
Four upper division courses.
Major
Eight courses, six of which must be upper
division.
Coordinator
Frankie Shackelford
ues, and a high degree of political, social,
and economic interdependency Courses in
Nordic area studies postulate a Nordic
regional identity as a context in which to
appreciate the differences between the five
individual countries and to understand the
complexity of their interactions among
themselves and the global community.
(See International Studies, Scandinavian Urban Studies Term)
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term)
Norwegian Art and Literature: Perspectives on Social Change
(See Department of Art)
Scandinavian Arts
(See International Studies, Scandinavian Urban Studies Term)
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term)
Norwegian Language and Culture
Readings include dramatic works by Ibsen, Strindberg, and selected 20th century h a t i * . Lectures provide a context for understanding the development
of Nordic drama. Norwegian majors will do appropriate readings and written
work in Norwegian ISynng: alternate years)
The Modern Nordic Drama
Lectures illustrate the development of the Nordic novel. Class discussion is
based on reading selected works in translation from all five Nordic countries.
Norwegian majors will be required to do appropriate readings and written
work in Norwegian. (Spring: alternate years)
The Modern Nordic Novel
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian language
required.
Contemporary Norden
lnternship
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
For degree and major requirements see page 275.
NAS 499
NAS 399
NAS 299
NAS 199
Internships and Independent Study Courses:
NAS 394
NAS 393
ART 382
NAS 377
NAS 372
NAS 352
NAS 351
NAS 230
Interdisciplinary Studies 17:
-
-
I
Required core courses:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 103 The Modem World
or HIS 104 The Modem Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
Relations
Norma Noonan
Director
Recent students have had double
majors in history, political science, international business or a foreign language.
Numerous combinations of majors and
minors are possible with the international
relations major.
The goal of the program is to give students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
nternational Relations is an interdisciplinary major that offers the student both
breadth and depth. The student may focus
on a discipline or geographic area of the
world. The program consists of a core of
seven courses and six electives chosen
from a wide list of courses offered at
Augsburg and other colleges. Students are
encouraged to consider foreign study for
an Interim or semester. Competency in one
language is required, and some students
study two languages.
Two of the following:
BUS 368 Responding to the Challenges
of Japan
BUS 465 International Management
MKT 466 International Marketing
Required core courses of the international
relations major, plus the following six
courses:
BUS 362 International Business
ECO 317 Comparative Economic
Systems
International Relations Major with
International Business Concentration
Interim courses, seminars, independent
study, topics courses, and courses at other
colleges/universities can be considered here
with the approval of the program director,
as well as a fourth term or higher of college work in a second language.
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362,368,465
ECO 317,360,365
HIS 346,348,352,354,440,474
MKT 466
PHI 355
POL 350,351,359,382,459
REL 356,420
SOC 241
SPC 329
FRE 332, GER 332, NOR 331, SPA 331,
SPA 332, NAS 330 (See Modem Languages.)
SWK 230
Also, the equivalent of four terms of
college work in a modem language.
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policies
POL 461 Topics in International Politics
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
nternational study at Augsburg aims to
increase intercultural competency and
reflects the College's strong commitment to
internationalism. Programs administered
by the Center for Global Education, by
International Partners, and by the Higher
Education Consortium for Urban Affairs
(HECUA) offer excellent opportunities for
rigorous academic work, greater understanding of cross-cultural issues, and
exploration of the benefits of global
citizenship.
I
GPA of 3.5 in the major; 3.0 overall. In
addition to fulfilling the requirements for
the major, the student must complete an
honors thesis no later than March 1 of the
senior year and must defend the thesis
before a faculty committee. Students
should declare their intention to complete
Departmental Honors
Note: Several of the business courses have
prerequisites. Please consult the catalog
and your academic adviser before registering for one of the advanced courses.
One elective from the list of international
relations major electives, excluding other
business, economics, and marketing courses.
One of the following:
ECO 360 International Economics
ECO 365 Environmental Economics and
Sustainable Development
Students in good academic standing (a
minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus
through the study abroad adviser. In addition to semester and year-long programs,
summer abroad courses also provide a
number of educational opportunities.
Students interested in these or other external off-campus study experiences should
program. Students normally receive the
same number of course credits abroad as
they would if studying on campus. Courses
abroad can fulfill major, distributiodgenera1 education, and graduation requirements
when approved by the appropriate program directors and faculty before departure.
Note: Only the fourth or higher term of
language counts toward the major; prerequisite courses or competencies cannot be
credited toward the 13 required courses.
Students should confer with the program
director about regional and disciplinary
concentrations possible within the major;
for example, a concentration in a geographic area or one of the major disciplines
in the program.
ECO 112 or 113, HIS 103 or 104, and
POL 158 or 160. One course from HIS
332, POL 363 or 461. One year of modem
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
Minor
an honors major by the end of their
junior year.
International Studies 17;
The International Partners Program
combines rigorous academic work with
daily immersion in another culture. It
offers students an opportunity to study
abroad with outstanding faculty and to
gain practical experience overseas in their
major fields.
INTERNATIONAL PARTNERS
International study programs administered by the Center for Global Education
and approved by Augsburg are listed below.
For information on these programs, contact
the academic programs abroad office.
The center's study programs are conducted in Mexico, Central America, and
Namibia. They integrate rigorous academic
work with real-life experiences. Students
learn not only from textbooks but live in
the midst of the society they are studying,
encountering the people and culture inside
and outside the walls of a classroom. All
programs include family stays, regional
travel, community-based living, and opportunities for volunteer work and internships.
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
THE CENTER FOR GLOBAL
EDUCATION
contact the study abroad adviser.
Applications are due April 1 for the fall
term or academic year, and October 15 for
the spring term. The cost for many programs is comparable to full room, board,
and tuition for on-campus study, plus airfare. Financial aid is granted on the same
basis as on-campus study.
76 International Studies
International study programs administered by HECUA and approved through
Augsburg are listed below. For information
on these programs, contact the Center for
Global Education.
For non-international HECUA courses,
see Interdisciplinary Studies (INS), MetroUrban Studies.
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different fullsemester programs in Norway, Guatemala,
and Ecuador. All programs emphasize the
impact of social change and cross-cultural
factors on the human community HECUA
programs include intense language experience and field study. The cost is equivalent
to full tuition, room, and board for one
semester on campus, plus airfare.
THE HIGHER EDUCATION
CONSORTIUM FOR URBAN
AFFAIRS (HECUA)
Study abroad through International
Partners emphasizes business, education,
and social work, but is not limited to these
fields. The study program may be for one
year, one semester, or a summer session.
Participation may be on an individual basis
or as part of a student group. For further
information, contact the International
Partners office.
The program is founded on reciprocal
agreements with selected institutions of
higher learning in Europe. Under these
agreements International Partner students
from abroad receive part of their academic
training at Augsburg, and qualified
Augsburg students are guaranteed admission to partner institutions, where courses
are pre-approved for credit toward graduation requirements at Augsburg.
Latin American Literature: Before 20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees.
SPA 356
SPA/INS/WST 399 Internship
REL/WST 366 The Church and Social Change in Latin America
A study of the dominant theological perspectives that have shaped Latin
America culture and politics. Focuses on the relationship between theology
and social/political transformation.
POL/WST 359 Women in Comparative Politics-Women in Latin America
An examination of critical global issues affecting Latin America and the impact
these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies,
and revolution.
INS/WST 31 1 Gender, Health, and Development
Students reflect critically on issues of development, hunger, injustice, and
human rights, with special emphasis given to the experience of women. Latin
American development and educational theories and practices are examined,
as well as social change strategies.
Conversation and Composition
Improve written and Spanish language expression through discussions,
debates, oral reports, journals, and compositions, including formal letters,
newspaper articles, and position papers on key topics in Mexican current
events.
SPA 317
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Mexican instructors. (Required
course. Placement level determined by program director.)
Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are
also approved for credit in women's studies. Participation in the program will fulfill the IA
general education perspective credit. REL 366 will fulfill one CF3 perspective credit, and a
Spanish course will fulfill one modem language skill credit. Application deadline is April 1.
This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and
empowerment of women. Students engage in gender analysis of key social, economic,
political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of
race, class, and gender, and leam first-hand from both women and men who are involved
in struggles for sustainable development and social change.
CROSSING BORDERS: GENDER AND SOCIAL CHANCE IN MESOAMERICA
(MEXICO)-FALL
International Studies 17
Latin American Literature: Before 20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees.
Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies in Latin American history
from Pre-Columbian times through the conquest and colonial periods up to
modem Latin America.
SPA 356
HIS 350
REL 313
Environmental Theology and Ethics
POLIWST 341 Environmental Politics
Topics studied include development politics in Latin America from preColumbian times to the present, environmental issues from a gender perspective, and political and economic policies that promote and/or hinder sustainable development.
Conversation and Composition
Improve written and Spanish language expression through discussions,
debates, oral reports, journals, and compositions, including formal letters,
newspaper articles, and position papers on key topics in Mexican current
events.
SPA 317
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks,
taught by Mexican instructors. (Placement level determined by program director.)
Participation in the program will fulfill the IA general education perspective credit, and
a Spanish course will fulfill one modem language skill credit.
This program introduces students to the socio-economic and political issues of the
region with a focus on the impact of environmental policies on the lives of women and
men from varying economic classes and ethnic groups in Mexico and Central America.
Students examine this complex web of issues and how the people of Mexico are responding to pressures on family, society, and the natural environment. Application deadline
is Oct. 15.
SOCIAL AND ENVIRONMENTAL JUSTICE: LATIN AMERICAN PERSPECTIVES
(MEXICO)-SPRING
SPA/REL/INSIWST 499 Independent Study
Students design a proposal to independently explore a topic of interest that is
either interdisciplinary or related to religious studies. If the proposal is
approved, the student will collaborate with an instructor who will guide the
independent study.
Students gain hands-on work experience in a Mexican organization that promotes social change and/or development. 100 hours of community service
required.
78 International Studies
-
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights and examines basic theories of
development as well as particular strategies of development that are being
implemented in Namibia and South Africa.
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students will meet with people
representing a variety of religious perspectives and roles within churches and
religious organizations.
Namibia and South Africa: A Historical Perspective
This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South
Africa, and the war for independence.
Political and Social Change in Namibia: Liberation,
Decolonization, and Nation Building
This course is an integrative seminar for the semester and examines the legacy
of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence.
Internship
INS 312
REL 346
HIS 346
POL 353
INS 399
Participation in the program will fulfill the LA general education perspective credit. REL
346 will fulfill one CF3 perspective credit.
This intensive program of travel and study is designed to introduce participants to the
central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore
the complex political, social, and economic dynamics of building a new nation.
Application deadline is April 1.
MULTICULTURAL SOCIETIES IN TRANSITION: SOUTHERN AFRICA PERSPECTIVES (NAM IBIA)-FALL
REL/INS/WST 499 Independent Study
Students design a proposal to independently explore a topic of interest that is
either interdisciplinary or related to religious studies. If the proposal is
approved, the student will collaborate with an instructor who will guide the
independent study.
SPAIINSIWST 399 lnternship
Students gain hands-on work experience in a Mexican organization that promotes social change andlor development. 100 hours of community service
required.
Learn about different approaches to environmental ethics in Latin America,
including indigenous, Jewish and Christian perspectives, liberation theology
and ecofeminism.
international Studies
17
-
Topics: Sustainable Economic Development
This course examines the concepts of economic development and growth in
the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage.
Church and Social Change in Latin America
This course explores the role of religion in Latin American societies, past and
present, given the factors of political oppression and social injustice. Students
examine the "theologies of liberation."
ECO 495
REL 366
RE1 346 will fulfill one CF3 perspective credit.
Participation in the program will fulfill the IA general education perspective credit and
This program examines these crucial issues from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid
South African colonialization. South Africa had its first democratic election in 1994. As
these nations struggle to build nationhood and deal with the legacies of apartheid and
colonialism they are faced with the challenges posed by the rapid process of globalization
in today's world; the challenges posed by under and unequal development; and the longterm project of decolonizing the mind. Augsburg application deadline: Oct. 15.
NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND:
SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)-SPRING
Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies in Latin American history
from Pre-Columbian times through the conquest and colonial periods up to
modem Latin America.
HIS 350
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Guatemalan instructors. (Placement
level determined by program director.)
Participation in the program will fulfill the IA general education perspective credit. REL
366 will fulfill one CF3 perspective credit, and a Spanish course will fulfill one modem
language skill credit.
This program introduces students to the key issues facing the Central Americans. For
two decades the people of Central America have been in upheaval and have experienced
fundamental social and political change. Students examine the impact of revolution and
civil war on the lives and culture of the people and the environment of Guatemala, El
Salvador, and Nicaragua. Application deadline is April 1.
SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA,
EL SALVADOR, NICARAGUA)-FALL OR SPRING
180 International Studies
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations.
Political and Social Change in Namibia: Liberation,
Decolonization, and Nation Building
This course is an integrative seminar for the semester and examines the legacy
of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence.
Roots and Realities of Racism in Southern Africa and the USA: A
Comparative Examination
This course explores historical parallels of the development in southern Africa
and in the US, strategies of resistance the successes and limitations of political
victories over apartheid and racism and the lingering economic, social, political and psychological effects of racism.
Internship
REL 346
POL 353
HIS 440
INS 399
Norwegian Language
Scandinavia in the World
Scandinavian Art and Literature: Perspectives on Social Change
Urbanization and Sustainable Development in Scandinavia
Independent Study (Students may choose either INS 372 or 499)
INS 372
INS 377
INS 393
INS 394
INS 499
Participants will gain a deep understanding of contemporary Norway, using the welfare
state and the notion of citizenship as the focus for investigation. The cuniculum consists
of three interrelated seminars that together give participants an understanding of how the
welfare state has evolved and how it is practiced in the context of social democracy.
Students explore the relationship between Scandinavian countries, the emerging democracies of Eastern Europe, the European Union and broader global politics. Students have the
option of Norwegian language study or an independent study project. April 1.
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the
experience of women. The course examines basic theories of development.
INS 312
International Studies 1
Wealth, Poverty, and Community Development: Critical Social
Issues
Independent Study
INS 363
INS 499
Internship
Independent Study
INS 399
INS 499
Environment and development issues are examined by looking at market and community economy models and their respective practices and ethical implications. Participants
will conduct a variety of field projects in small groups to learn about the environment and
development efforts. Students gain hands-on experience field placements with organizations working in the Guatamalan Highland, exploring the limits and possibilities of classroom theories and concepts in the context of complex real-life experiences in the community. Each student carries out an independent study project on a topic of personal choice,
which includes field research. Oct. 15.
ENVIRONMENT, ECONOMY, AND COMMUNITY IN LATIN AMERICA:
GUATEMALA AND CUBA (EECLA)-SPRING
(2 course credits)
Community Participation for Social Change
INS 366
The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship
designed to meet the learning goals of the student is combined with a seminar, independent project and a home stay for an intensive immersion into Latin American daily life and
culture. Models of community participation, organization, development, and social change
are compared and contrasted. Students learn first-hand about the social problems in
Eduadorian communities and explore ways in which communities are addressing these
challenges. All lectures, internships, and field projects are in Spanish, with discussions in
Spanish and English. Readings are mostly in Spanish. Papers may be written in English or
Spanish. April 1.
COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (GILA)-FALL
Development in the Latin American City
INS 362
INS 2611386 Spanish in the Field
The "Politics, Development, and the City" program explores historical and current
issues related to rural-urban migration, industrialization, government policies, and effects
on human communities. Students engage in dialogue with Latin American faculty, activists,
and leaders from local communities to understand local conditions and efforts at social
change. Learning is made vivid through field projects and interactions with organizations
working on urban issues. A "Spanish in the Field course facilitates language learning
directly related to content. April 1.
POLITICS, DEVELOPMENT, AND THE CITY: GUATEMALA AND ECUADOR-FALL
82 International Studies
-
The Ethics of Development: Local and Global Implications
Spanish in the Field (advanced-level language course)
Independent Study Project (students chooses topic)
INS 385
INS 386
INS 499
Politics o f Conflict and Transformation
Internship
INS 317
INS 399
See listing under Department of Business Administration.
MARKETING
See listing under Department of Business Administration.
MANAGEMENT
INFORMATIO
SYSTEMS
(2 course credits)
Northern Ireland: Building a Sustainable Democracy
INS 316
The "Northern Ireland: Democracy and Social Change" program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace
and the progress being made. Through a seven week internship, students get hands-on
experience with organizations working for social change. Field seminars focus on human
rights, conflict transformation, and education for democracy. The program is located at the
UNESCO Centre at the University of Ulster in Coleraine. Oct. 15
NORTHERN IRELAND: DEMOCRACY AND SOCIAL CHANGE- SPRING
Social Dynamics and the Environment
INS 384
International Studies 18
M
Students may choose coursework supporting study of mathematics as a liberal
art, its applications to science and engineering, its applications to actuarial science, computing, or economics, or in
preparation to teach. Augsburg's urban
Students majoring in mathematics
acquire the skills necessary to serve society
through a variety of careers. In addition to
acquiring computational and problem-solving skills, mathematics majors at Augsburg
develop their abilities to reason abstractly;
to conjecture, critique, and justify their
assertions; to formulate questions; to investigate open-ended problems; to read and
comprehend precise mathematical writing;
to speak and write about mathematical
ideas; and to experience working in teams
on mathematical projects. Students can
prepare for graduate school, for work in
business, industry, or non-profit organizations, or for teaching mathematics in
grades K-12. Students majoring in many
disciplines find it helpful to acquire a
minor or a second major in mathematics.
athematics is the study of smcture and relationships and provides tools
for solving a wide variety of problems.
Mathematical language describes our world
from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the
problem solving and quantitative reasoning
skills that are increasingly expected of
every member of contemporary society.
Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts
education.
Students may petition the department
to substitute alternative mathematics or
mathematics-intensive courses for one or
two MAT courses numbered above 200.
Such substitutions must be justified by a
compelling academic rationale defending a
coherent program of study, typically relating mathematics to another discipline.
A minimum of three upper division MAT
courses are required. Note that MAT 331
does not apply toward the major but is a
recommended general education course for
majors.
Nine mathematics courses:
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus 111
MAT 246 Linear Algebra
MAT 271 Discrete Mathematical
structures
MAT 324 Analysis
MAT 373 Probability and Statistics I
MAT 3 14 Abstract Algebra
or a modeling course, either MAT 247 or
MAT 385
MAT elective numbered above 200
Mathematics Major
Suzanne Doree (Chair), Nicholas Coult,
Rebekah Dupont, Matthew Haines,
Kenneth Karninsky
Mathematics Faculty
location allows students to gain experience
working with mathematics through internships, cooperative education, and the
practicum and colloquium courses.
For distinction: GPA of 3.5 in MAT
courses numbered above 200,3.5 overall
GPA, a project, and approval of the mathematics department. For departmental honors: GPA of 3.5 in MAT courses numbered
above 200, 3.0 overall GPA, a project or
independent study course, and approval of
the mathematics department. Specific
requirements are described in "Guidelines
for Graduation with Distinction and
Departmental Honors in Mathematics"
available from the department.
Three supporting courses:
CSC 160 Introduction to Computer
Science and Communication
or another CSC course with departmental
approval
The State of Minnesota has specific
licensing requirements for teachers, and
state requirements are subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure
requirements. At the time of publication,
the mathematics requirements for licensure
to teach mathematics in grades 5-12 are
the same as the major, with the MAT electives specified as MAT 252 Exploring
Geometry and MAT 314 Abstract Algebra
and the additional course of MAT 331
History of Mathematics required. At the
time of publication, the mathematics
requirements for a concentration in mathematics to teach in grades K-8 are MPG 4 or
MAT 114 Precalculus, MAT 145 Calculus I
or MAT 122 Calculus for the Behavioral
and Social Sciences, MAT 163 Introductory
Statistics or MAT 373 Probability and
Statistics I, MAT 252 Exploring Geomeq,
MAT 271 Discrete Mathematical
Structures, and MAT 331 History of
Mathematics.
Teaching Licensure Major
Also required:
MAT 491 Mathematics Colloquium during junior and senior years.
Before enrolling in any mathematics
course, students must have the required
math placement. All students are required
to have their Math Placement Group
(MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may
have their MPG determined by the registrar's office. Students who have passed the
College Board Advanced Placement Exam
in calculus should consult with the mathematics department. All other students must
take the Augsburg Math Placement Exam,
Math Placement Croup (MPC)
-
At least one MAT course numbered above
200 must be taken at Augsburg.
Three electives numbered above 200, at
least one of which is numbered above 300,
other than MAT 331. Alternatively students
may complete a minor by taking the six
courses: MAT 145, MAT 146, MAT 163,
MAT 252, MAT 271, and MAT 331.
Mathematics Minor
Five courses including:
MAT 145 Calculus I
MAT 146 Calculus I1
Graduation with Distinction and
Departmental Honors in Mathematics
At least two MAT courses numbered above
250 must be taken at Augsburg.
Two additional supporting courses from
the following list or substitutes with
departmental approval: BUS 331, CSC 170,
CSC 320, ECO 112 or ECO 113 (not
both), ECO 318, MAT 163 or MAT 173
(not both), PHY 121, PHY 122.
-
Mathematics 185
-
Everyday Math
Concepts of integers, fractions, decimal numbers, ratios, percents, order of
operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only.
Grade of P advances student to MPG 2. MAT 103 does not count as a credit
toward graduation. (Prereq.: MPG 1)
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models with an
emphasis on applications to the social and natural sciences, business, and
everyday life. Grade of 2.0 or higher advances student to MPG 3. Students
preparing for MAT 114 should consult the department. Students in MPG 3 or
higher may not register for credit. (Prereq.: MPG 2 and a year of high school
algebra. WEC-additional sessions are required)
Precalculus
Concepts of algebraic, exponential, logarithmic, and trigonometric functions
for students planning to study calculus. Students who have completed MAT
145 or other calculus courses may register for credit only with consent of
department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.:
MPG 3)
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with an emphasis on applications
in the social and behavioral sciences and business and quantitative reasoning.
Students who have completed MAT 145 may not register for credit. (Prereq.:
MPG 3)
Mathematics for the Liberal Arts
An examination of the interaction between the development of mathematics
and that of Western civilization with an emphasis on connections to teaching
mathematics to children. Students who have completed MAT 331 may not register for credit. (Prereq.: MPG 3)
MAT 105
MAT 114
MAT 122
MAT 131
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
Prerequisites
student's MPG. Students are also permitted
to retake the Math Placement Exam during
their first term of enrollment at Augsburg
College.
MAT 103
which is administered by Academic
Advising. The exam is given during
College registration sessions and at other
announced times during the year. Practice
questions and other information are available from Academic Advising. Students in
MPG 1may take MAT 103 to advance to
MPG 2. Students in MPG 2 may take MAT
105 to advance to MPG 3. Students in
MPG 3 may take MAT 114 to advance to
MPG 4. No other MAT course changes a
186 Mathematics
Numeracy for Contemporary Society
An examination of the applications of mathematics in an interdisciplinary setting with an emphasis on quantitative reasoning and connections to students'
life, work, and interests. Students who have completed a Quantitative
Reasoning course may not register for credit. (Prereq.: MPG 3)
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of
counting, probability distributions, approximations, estimation, hypothesis
testing, analysis-of-variance, and regression. (Prereq.: MPG 3)
Discrete Mathematics for Computing
Concepts of discrete mathematics including binary representations, sequences,
recursion, induction, formal logic, and combinatorics with an emphasis on
connections to computer science. Students who have completed MAT 271 may
not register for credit. (Prereq.: MPG 3; Coreq.: CSC 160)
Math of Interest
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance with an emphasis on quantitative reasoning. (Prereq.: MPG 3)
Calculus Ill
Concepts of multivariable calculus including functions of several variables,
partial derivatives, vectors and the gradient, multiple integrals, and parametric
representations. (Prereq.: MAT 146)
Linear Algebra
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues.
(Prereq.: MAT 245 or MAT 271)
Modeling and Differential Equations
Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential
equations with an emphasis on applications to the sciences. (Prereq.: MAT
146)
Exploring Geometry
Concepts of geometry including Euclidean and non-Euclidean geometries
and geometric transformations with an emphasis on geometric reasoning,
conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4)
MAT 163
MAT 171
MAT 173
MAT 245
MAT 246
MAT 247
MAT 252
MAT 145, 146 Calculus I & II
Concepts of calculus of one-variable functions, including derivatives, integrals,
differential equations, and series with an emphasis on mathematical investigation and quantitative reasoning. (Prereq.: MPG 4 for MAT 145; MAT 145 for
MAT 146)
MAT 132
-
MAT 385
MAT 374
MAT 373
MAT 355
MAT 331
MAT 327
MAT 324
MAT 314
MAT 271
The application of mathematical problem solving to real-world projects sought
from off-campus nonprofit organizations. Contains a service learning component. (Prereq.: at least two of MAT 245,246, 247, or 271 and consent of
instructor)
Mathematics Practicum
Concepts of statistics including sampling distributions associated with the
normal and other distributions, methods of estimation, hypothesis testing,
regression, analysis of variance, and nonparametric statistics. (Prereq.: MAT
373)
Probability and Statistics II
Concepts of probability including methods of enumeration, random variables
and probability distributions, expectation, the Central Limit Theorem, and
important ideas and problems of statistics. (Prereq.: MAT 245)
Probability and Statistics I
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modem computers, and applications. (Prereq.: MAT 146 and CSC 170 or consent of instructor.)
Numerical Mathematics and Computation
Concepts of historical importance from the areas of geometry, number theory,
algebra, calculus, and modem mathematics. An examination of the interaction
between the development of mathematics and that of western civilization.
Does not apply toward the mathematics major or minor. (Prereq.: MAT 145 or
MAT 122 and MPG 4, junior or senior standing)
History of Mathematics
(See PHY 327)
Special Functions of Mathematical Physics
Concepts of real analysis including functions, derivatives, integrals, and series
in a theoretical setting with an emphasis on written communication of mathematical ideas. (Prereq.: ENG 111, at least two of MAT 245, 246, 247, or 271)
Analysis
Concepts of algebra including the abstract structures of groups, rings, integral
domains, and fields. (Prereq.: MAT 246, MAT 271)
Abstract Algebra
Concepts of discrete mathematics including number theory, combinatorics,
graph theory, recursion theory, set theory, and formal logic with an emphasis
on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
(Prereq.: MAT 146 or two of the following courses: MAT 145/122, MAT 163,
MAT 252, MAT 331)
Discrete Mathematical Structures
188 Mathematics
Mathematics Colloquium
Information about contemporary applications, career opportunities, and other
interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit.
Independent StudyIResearch
Selection and study of an advanced topic outside of the offered curriculum
with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or
senior standing, and consent of instructor). See also description on p. 92.
See listing under Interdisciplinary Studies.
METRO-URBAN
STUDIES
MAT 499
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit,
significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT
course, junior or senior standing). See also description on p. 91.
MAT 1991399 Internship
Internship and Independent Study courses:
MAT 491
Study of an advanced topic such as complex analysis, mathematical biology,
operations research, chaotic dynamical systems, fractal mathematics, knot theory, topology, or foundations of mathematics. (Prereq.: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional
upper division MAT course depending on the particular topic may also be
required)
MAT 395/495 Topics in MathematicdAdvanced Topics in Mathematics
Mathematics 1
-
Mary Kingsley (Chair), Pary PezechkianWeinberg, Frankie Shackelford, Donald
Steinmetz
Modern Languages Faculty
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation,
but also represents a valuable special qualification in many other professions.
Students anticipating careers in international business, social work, the diplomatic
corps, the health professions, or the ministry may wish to take a second major or
minor in modem languages. In addition,
a minor in languages or linguistics is a
valuable research tool for those intending
to pursue graduate study in most academic
disciplines.
The modem languages department
offers language, literature, and culture
courses leading to majors in French,
German, Norwegian, and Spanish.
Introductory courses in Ojibwe and
American Sign Language are offered at
Augsburg, and courses in Chinese, Japanese,
Latin, and Greek are available to Augsburg
students through the College's affiliation
with ACTC, a consortium of Twin Cities
colleges.
he Department of Modem Languages
at Augsburg College contributes in many
ways to realizing the College's mission of
providing liberal arts education for service
in today's world. The department is committed to the view that education should
go beyond career preparation and that
familiarity with the language and culture of
another people is an essential step in the
development of a truly global perspective.
T
Transfer students intending to major or
minor in languages must take a minimum
of one upper division course per year at
Augsburg. See majorlminor above for limits on non-Augsburg courses. Courses
accepted for transfer must have been taken
within the past seven years.
Transfer Students
Prerequisite
A prerequiste must be completed with a
minimum grade of 2.0 or P
Majors seeking graduation with distinction must apply in the junior year.
Requirements: 3.5 GPA in the major, 3.5
GPA overall, and honors thesis.
Graduation with Distinction
The minor consists of four courses
above 21 1 (Norwegian only: 21 1 and
above), including one in language and one
in literature or culture. At least three of
these courses must be taught in the target
language, and at least two of them must be
taken on the Augsburg campus.
Minor
The major consists of nine courses
above 21 1 (Norwegian only: 211 and
above), including two courses in culture,
two courses in language, two courses in literature and three electives (from any of the
three areas above). At least seven of these
courses must be taught in the target language of the major and at least four of
them must be taken on the Augsburg campus.
Major
Since spring term 2001, Augsburg
College no longer offers a licensure program in modem languages.
A semester of study abroad is required
for majors and some study abroad is
strongly recommended for minors. An
advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills
with community service and career exploration, is strongly encouraged.
Topics in Literature, Culture, or Linguistics
Conversation and Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulaly
enrichment, grammatical refinements, effective organization of ideas.
Laboratory assignments. A prerequisite to other upper division courses. (Fall)
FRE 295
FRE 31 1
FRE 211, 212 Intermediate French I, II
Selected articles, interviews, and literary readings are the basis of practice in
communication, vocabulaly building, and developing greater ease in reading
and writing French. Review of basic structures and grammar. Laboratory work.
(Fall: 211; spring: 212)
FRE 111, 112 Beginning French I, II
Aims to develop communication skills of understanding, speaking, reading,
and writing. Through conversations, classroom practice, and readings, these
courses work toward the discovely of French culture and way of life. Four
class meetings per week. (Fall: 111; spring 112. WEC-additional sessions
required)
FRENCH (FRE)
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
ASL 101, 102 Beginning American Sign Language I, II
An introduction to deaf culture and the signs and syntax of ASL. Students
observe the demonstration of signs, practice their own signing, and learn the
facial expressions and body language needed to communicate clearly with deaf
and hard-of-hearing people.
AMERICAN SIGN LANGUAGE (ASL)
Teaching Licensure
Study Abroad
Modern Languages 191
-
French Civilization: Historical Perspective
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of
instructor. On demand)
Introduction to Literature for Language Students
Topics in 20th-century problems, ideas. Cultural manifestations that promote
understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials,
and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring:
on rotational basis)
French Civilization Today
the modem period. Special attention to cultural manifestations of French
intellectual, political, social, and artistic self-awareness. Readings, reports,
extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis)
A study of the diversified development of the French from their beginnings to
Topics in Literature, Culture, or Linguistics
By means of reading, speaking, and writing on topics of intellectual, social, or
political interest, the student acquires extensive training in the four skills at an
advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization. Laboratory assignments.
(Prereq.: FRE 311 or consent of instructor. Fall)
Advanced Conversation and Composition
FRE 499
FRE 399
FRE 299
FRE 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
Internship
See description on page 92.
Directed Study
See description on page 91.
Internship
Internships and Independent Study Courses:
FRE 495
FRE 41 1
The study of major French authors and literary movements in France through
the reading of whole literary works where possible. Lectures, discussion, oral
and written reports in French. (Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
FRE 351, 353 Survey of French Literature I, II
FRE 350
FRE 332
FRE 331
192 Modern Languages
CER 351
CER 350
CER 332
CER 331
Conversation and Composition
CER 31 1
The intellectual, cultural, and political history of all peoples is reflected in
their literature. The prose, epic, and poetry readings in this course chronicle
the German experience from Charlemagne to Napoleon; from Luther to Kant;
from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a
way to relive the Renaissance, the Reformation, and the Enlightenment.
Survey of Literature: Cerman Literature from Chivalry to
Romanticism
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: GER 311 or consent of
instructor. On demand)
Introduction to Literature for Language Students
Survey of cultural currents that have shaped Germany. Austria, and
Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or
consent of instructor. Spring: on rotational basis)
German Civilization and Culture II
Follows the cultural and social development of the German-speaking peoples
from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty
Years War (1643). In German. (Prereq.: GER 311 or consent of instructor.
Spring: on rotational basis)
German Civilization and Culture I
Aims at developing facility in the use of grammatical structures, vocabulary,
and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall)
Topics in Literature, Culture, or Linguistics
CER 295
Aims at developing basic skills into working knowledge of German. Review of
basic structures with emphasis on extending range of vocabulary and idiomatic
expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212)
CER 211, 212 Intermediate Cerman I, II
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended
narratives in simple German, insights into German culture and participation in
short conversations. (Fall: 111; spring: 112. WEC-additional sessions
required)
CER 111, 112 Beginning Cerman I, II
GERMAN (CER)
P
Modern Languages 19
Advanced Conversation and Composition
Aims at developing and refining the student's use of German as a vehicle for
expressing ideas and opinions. Emphasis on written composition including
control of style. Oral practice through use of German as classroom language.
(Prereq.: GER 3 11 or consent of instructor. Fall)
Topics in Literature, Culture, or Linguistics
CER 41 1
CER 495
Directed Study
See description on page 92.
lnternship
See description on page 91.
Independent StudyIResearch
See description on page 92.
CER 299
CER 399
CER 499
NOR 21 1
Intermediate Norwegian I
Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis
for class activities and writing exercises. Includes grammar review. (Prereq.:
NOR 112 or equivalent. Fall)
NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and
writing. Stress is on communication and its cultural context. Laboratory work
expected. (Fall: 111; spring: 112)
NORWEGIAN (NOR)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
JAPANESE(JPN)
lnternship
See description on page 91.
CER 199
Internships and Independent Study Courses:
Survey of Literature: German Literature in the 19th and 20th
Centuries
The literary, cultural, and scientific background of the new millennium has
many German-speaking roots in the works of figures like Karl Marx, Freud,
Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of
prose, poetry, and plays bring alive the drama and conflicts that characterized
the birth of the modem age.
CER 354
-Modern Languages
194
Conversation and Composition
NOR 311
Introduction to Literature for Language Students
Topics in Literature, Culture, or Linguistics
Extensive practice in spoken and written Norwegian, based on literary and
cultural readings. Students serve as peer-tutors for those registered in NOR
31 1.Readings, journals, discussion, role-playing, and written, and oral reports
in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring)
Advanced Conversation and Composition
Selected readings in contemporary Norwegian literature provide a basis for the
study of major works from earlier periods, including several in Nynorsk.
Readings, lectures, discussion, journals, essays, and oral reports in Norwegian.
(Prereq.: NOR 311 or consent of instructor. Fall: alternate years)
Survey of Norwegian Literature
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of
instructor. On demand)
NOR 499
NOR 399
NOR 299
NOR 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
NOR 495
NOR 41 1
NOR 353
NOR 350
A two-tiered approach allows students to place contemporary cultural developments, such as Norway's changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper
articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of
instructor. Fall: alternate years)
Norwegian Civilization and Culture
Practice in spoken and written Norwegian with emphasis on communicative
contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.:
NOR 21 1 or equivalent. Spring)
Topics in Literature, Culture, or Linguistics
NOR 295
NOR 331
I
I
_
Modern Languages 195
OJIBWE(OJB)
Spanish and Latin American Culture Through Film
SPA 312
Conversation and Composition
SPA 31 1
Intended for students who have a basic command of writing and speaking
skills in Spanish and wish to expand them. Intensive practice with emphasis
on the finer points of grammar. (Prereq.: SPA 311 or consent of instructor.
Spring: odd years)
Spanish Expression
Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a
prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent.
Fall)
Topics in Literature, Culture, or Linguistics
An introduction to contemporary cultural issues of Spanish and Latin
American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with
English subtitles; language of instruction is English. (On demand)
SPA 295
SPA 248
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review
all of the basic structures of Spanish and build conversational skills through
class discussions. (Fall: 21 1; spring: 212)
SPA 211, 212 Intermediate Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. (Fall: 111 and 112; spring: 112. WEC-additional sessions required.)
SPA 111, 112 Beginning Spanish I, II
Courses in addition to those below are offered through various programs listed under
International Studies.
W SPANISH (SPA)
An introduction to the language and culture of the Ojibwe (Chippewa)
Emphasis is on vocabulary, reading, writing, and conversational skills.
Classroom practice will include linguistic patterns and oral interaction.
(Alternate years: 111 fall of odd years; 112 spring of even years.)
OJB 111, 112 Beginning Ojibwe I, II
Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modem
languages department and as part of the American Indian studies minor.
W
-Modern Languages
196
Latin American Civilization and Culture
Topics in Literature, Culture, or Linguistics
Emphasis on increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall)
Advanced Conversation and Composition
An introduction to Hispanic literature. Lectures, discussions, and written and
oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note:
Students who have taken SPA 356 taught in Mexico may not take 354. Spring:
even years)
Representative Hispanic Authors
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or
consent of instructor. On demand)
Introduction to Literature for Language Students
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
consent of instructor. Spring: odd years)
SPA 499
SPA 399
SPA 299
SPA 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
Internship
See description on page 92.
Directed Study
See description on page 91.
Internship
Internships and Independent Study Courses:
SPA 495
SPA 41 1
SPA 354
SPA 350
SPA 332
-
Modern Languages 19
M
Trudi Anderson, Matt Barber, Bridget
Doak, Sally Dorer, Susan Druck, Lynn
Erickson, Janet Fried, Jennifer Gerth,
Bradley Greenwald, Nancy Grundahl, Mary
Horozaniecki, Ned Kantar, Kathy Kienzle,
Caroline Lemen, Steve Lund, Norbert
Nielubowski, Celeste O'Brien, Paul Ousley,
Part-time Faculty
Full-time Faculty
Robert Stacke (Chair), Jill Dawe, Stephen
Gabrielsen, Peter Hendrickson, Roberta
Kagin, Merilee Klemp, Sonja Thompson
Participation in a variety of Music experiences including music ensembles, musictheater productions, private lessons, some
music courses, and additional Interim
courses or special performances is open to
students in any major area of study, with
permission from the instructor.
In Addition, we offer a Music minor and a
Music Therapy equivalency certificate.
Bachelor of Arts (Music Major)
Bachelor of Music (Music Education or
Performance Major)
Bachelor of Science (Music Therapy
major)
The Department of Music at Augsburg
College offers music training within the
context of a liberal arts education, and is
an institutional member of the National
Association of Schools of Music (NASM)
and the American Music Therapy
Association (AMTA). The Music
Department offers three degree programs
and four majors as follows:
usic has the power to strengthen
the mind, heal the body, and unlock the
creative spirit. Whether we experience
music as a listener, performer, or teacher, it
adds a significant dimension to our lives.
Augsburg students who enroll as freshmen must apply to the Department of
Music for acceptance to a degree program
by the end of the sophomore year. Transfer
students should meet with a music adviser
immediately after enrolling at Augsburg to
establish an appropriate course of music
study and application/evaluation process.
All students interested in pursuing a
music degree at Augsburg are strongly
encouraged to contact a music faculty
adviser in their degree area as soon as
possible to ensure a smooth program of
study and timely completion of music
degree requirements.
Plus fulfillment of recital requirements as
given under each specific degree and major
Materials of Music I
Materials of Music I1
Aural Skills I
Aural Skills I1
Materials of Music 111
Materials of Music IV
Aural Skills 111
Aural Skills IV
History and Literature of Music
I
MUS 232 History and Literature of Music
I1
MUS 341 Basic Conducting
Large and Small Ensemble Participation
Performance Studies
Music Repertoire Tests
Piano Proficiency
MUS 101
MUS 102
MUS 111
MUS 112
MUS 201
MUS 202
MUS 21 1
MUS 212
MUS 231
Core Curriculum for all Music Degree
ProgramsIMajors
Fine Arts Coordinator
Cathy Anderson
Rick Penning, Nicholas Raths, Angela
Wyatt
Offers students the preparation necessary to become teachers of music in public
schools. This preparation includes coursework that allows the student to become
certified to teach at the elementary through
the secondary level. Students select either
vocavgeneral or instrumentavgeneral
emphasis. In addition to applying to the
music department, bachelor of music education major candidates must also apply to
the Department of Education for acceptance into the music education licensure
program. Recommendation for teacher
licensure is granted only to students who
successfully complete the requirements for
the bachelor of music education major. All
music requirements must be completed
prior to student teaching. A cumulative
GPA of 2.5 in all music courses is necessary for the music education licensure program.
Music Education M a j o r
H BACHELOR OF MUSIC
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her spring sophomore jury
For acceptance to any music major degree
program, students must:
submit an application for admission
prior to spring juries of the sophomore
year or as soon as possible after enrolling
at Augsburg
submit a copy of a current academic
transcript and any transferred credits
with the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency
requirement
Two quarter course credits of performance
studies in the major instrumentlvoice (first
year)
One of the following two areas of emphasis:
Vocal emphasis-MUS 251,252,253,
254
Instrumental e m p h a s i ~ n course
e
credit
of music elective
One of the following two:
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
Requirements
Core cuniculum plus:
MUS 341 Basic Conducting (.5)
MUS 358 Half junior recital
MUS 459 Full senior recital
HPE 115 Health and Chemical
Dependency Education
INS 105 or Intro. to Amer. Indian
Studies
INS 260 Contemporary American
Indians
EDC 200 Orientation to Education
EDC 210 Diversity in the Schools
EDC 220 Educational Technology
EDC 310 Learning and Development
EDC 315 Critical Issues in Education
Seminar
ESE 300 Readinwriting in Content
Area
ESE 325 Creative Learning
Environments
ESE 370 Music K-12 Methods
EDC 410 Special Needs Learner
EDC 480 School and Society
EED 481c, 483c, ESE 485,487 Student
Teaching
MUS 359 Music Methods: ChoraWocal
(.5)
MUS 356 Music Methods:
Brass/Percussion (.25)
MUS 357 Music Methods: Woodwinds
(25)
MUS 355 Music Methods: Strings (.25)
Music 19!
-
Two quarter course credits and six half
course credits of performance studies in
the major instrurnentlvoice
Eight quarter course credits in a
major Augsburg ensemble on the
major instrurnentlvoice
Improvisation competency on major
instrurnentlvoice (may be fulfilled by MUS
129)
Pass piano proficiency test
Emphasizes intensive work in performance, supplemented by other courses in
music and the liberal arts. The program is
made available only to students of exceptional perfonning ability who are selected on
the basis of an audition/interview application
process. The bachelor of music performance
program prepares d t e d performers to compete for professional performing opportunities andlor graduate school auditions.
Music Performance Major
BACHELOR OF MUSIC
Achieve a cumulative GPA of 2.5 in
all music courses and in the major
instrumentlvoice
Achieve a cumulative GPA of 2.5 in
all music courses and 3.0 in the major
instrumentlvoice
Pass three music repertoire tests
Pass piano proficiency test
Four semesters in a non-credit small
Augsburg ensemble on the major instrumentlvoice
Four quarter course credits in a major
Augsburg ensemble plus four semesters of
departmental ensemble work as assigned
by the student's academic adviser and studio instructor.
Or, for piano or guitar emphasis:
Instrumental emphasis-one and one half
course credits of music electives, one methods course for major inshument
Four semesters in a non-credit small
Augsburg ensemble on the major instrumentlvoice
Pass three music repertoire tests
Piano or organ emphasis-MUS 436,456,
one course credit of music elective
One of the following three areas of emphasis:
Vocal emphasis-MUS 251, 252, 253, 254,
435, EDS 359, one course credit of music
elective
Requirements: 14.5 course credits
Core curriculum plus:
MUS 358
Full junior recital
MUS 459
Full senior recital
Eight quarter course credits in a major
Augsburg ensemble on the major
ins trumentlvoice (winds and percussionBand; strings-Orchestra; voice-Choir)
Two full course credits of performance
studies in the major instrumentlvoice
(fourth year)
Four half course credits of performance
studies in the major instrumentlvoice (second and third year)
!00 Music
Requirements: 23 course credits
Core cumculum plus:
MUS 271 Music Therapy Techniques and
Materials
MUS 274,275
Music Therapy
Practicums
MUS 311 or 312 Composition I or I1
MUS 372,373
Psychological
Foundation of Music I, I1
MUS 374,375
Music Therapy
Practicums
MUS 472 Human Identity Through the
Creative Arts
MUS 473 Music Therapy Senior Seminar
MUS 474,475
Music Therapy
Practicums
MUS 479 Music Therapy Clinical
Internship
MUS 458 Half senior recital
EDC 4 10 The Special Needs Learner
PSY 105 Principles of Psychology
PSY 362 Abnormal Psychology
BIO 103 Human Anatomy and
Physiology
MUS 356 Music Methods: Brass and
Percussion
MUS 357 Music Methods: Woodwinds
MUS 358 Music Methods: Strings
Fulfills the academic and clinical
requirements for eligibility to take the
Music Therapy Board Certification
Examination. The B. S. in music therapy is
minimally a 4 1/2 year degree program,
which includes a full-time (six months or
1,040 hours) internship in a clinical facility
approved by the American Music Therapy
Association (AMTA). This course of study
is chosen by students who wish to become
professional music therapists.
Music Therapy Major
BACHELOR OF SCIENCE
Eight quarter course credits in a major
Augsburg ensemble on the major instrumendvoice
Eight quarter course credits of
performance studies in the major
instrumendvoice
Core curriculum plus one full credit music
elective plus MUS 458 (Senior Recital) and
two additional music credits
Requirements
Offers the broadest education in liberal
arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend
to pursue non-performance graduate study
or desire to enter one of the many musicrelated business fields most often choose
this course of study.
Music Major
W BACHELOR OF ARTS
Achieve a minimum grade of 2.5 in all
music therapy courses
Pass three music repertoire tests
Pass piano, guitar, and vocal proficiency
tests
Two semesters in a non-credit small
Augsburg ensemble on the major instrumendvoice
Eight quarter course credits in a major
Augsburg ensemble on the major
instrumendvoice and residency at
Augsburg
Eight quarter course credits of
performance studies in the major
instrumendvoice
One of the following two:
SOC 362 Statistical Analysis
PSY 230 Research Methods: Design,
Procedure, and Analysis I
Strongly recommended:
MUS 359 Music Methods: Vocal
Music 201
--
-
Requirements: 8 credits
MUSBUS 105 The Music Business:
Marketing, Promotion,
Publishing, Recording
The music business minor is a course
of study designed both for the music major
desiring additional preparation in business
and for the non-music major interested in
pursuing a career in the music industry.
With the Music Business Minor, students
are given the opportunity to enroll in
coursework and participate in on-site field
experiences that address specific professional skills necessary to enter today's
music indusq. The minor is a collaborative program between the Music and
Business Departments.
Music Business Minor
Candidates must submit an application for
admission prior to spring juries of the
sophomore year.
Pass one music repertoire test
Four consecutive quarter courses in a
major ensemble concurrent with four
quarter courses of performance studies
on the major instrumendvoice
One additional music course.
One of the following two:
MUS 231 History and Literature of Music I
MUS 232 History and Literature of Music I1
Requirements: 6 course credits
Materials of Music I, I1
MUS 101, 102
MUS111,112
AuralSkills1,II
MUS 341
Basic Conducting
For acceptance to the degree program,
equivalency/certification students must:
submit an application for admission during
the first semester of residency at Augsburg
submit a copy of a current academic
transcript and transferred credits with
the application
The music therapy equivalency program is available to students who already
have a bachelor's degree and wish to meet
the requirements set by the American
Music Therapy Association to become professional music therapists. This equivalency
program prepares students for eligibility
to take the Music Therapy Board
Certification Examination. Depending
upon the student's degree and skill level,
individual requirements will be outlined by
the director of music therapy There is a
minimum two-year residency requirement,
which includes participation in a major
ensemble for four terms and successful
completion of a two-year music theory
equivalency test.
Music Therapy Equivalency/
Certification Program
All of the above courses plus two additional Music course credits beyond MUS 105
and MUS 295 (maximum of 1 credit in
MUE andlor MUP courses).
One of the following:
MUSBUS 295 Topics: Arts Management
and Concert Promotion
BUS 301 Business Law
BUS 254 Entrepreneurship
Music Minor
Pass three music repertoire tests
Pass piano proficiency test
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
ACC 221 Principles of Accounting I
MUSBUS 399 Internship Approved for the
Music Business Minor
Four semesters in a non-credit small
Augsburg ensemble on the major instrumendvoice
202 Music
These musical organizations are open
to music majors, music minors, and nonmusic majors. All music students are
required to participate in a major ensemble
on their major instrument (where possible)
during their time at Augsburg College.
Ensembles (MUE)
An honors project could include but is
not limited to one of the following: writing
and defending a senior thesis; presenting a
recital beyond that required by a degree;
composing a work not less than 15 minutes duration; conducting a concert; or a
project that combines any or all of the
above listed projects in a manner appropriate to a student's degree area.
A transcript showing a cumulative GPA
of 3.0 or higher in all music courses
An outline of the student's participation
in departmental activities demonstrating
leadership, musical goals and high musical
standards.
A proposal for an honors project
Students may qualify for departmental
honors by submitting a petition to the
music faculty before the end of the first
semester of the senior year. The petition
for honors should include:
Departmental Honors
submit the studio insmctor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano, guitar, and vocal
proficiency requirements during the first
semester of residence
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her first jury.
Private instruction in voice, piano,
organ, or any instrument is available for all
students in the following categories:
No credit-l/2 hour lesson, 3 hours of
practice per week
114 course credit-1R hour lesson,
4 hours of practice per week
1/2 course credit-1 hour lesson,
8 hours of practice per week
Lessons for credit require:
Private lessons
Jury examination at the end of each
semester
Attendance at departmental student
recitals and master classes
Attendance at concerts and recitals
Performance Studies (Private Lessons)
While the music department strongly
encourages both formal and informal
ensemble experience, only membership in
the Augsburg Concert Band, the Augsburg
Chamber Orchestra, the Augsburg Choir,
Masterworks Chorale, Men's Chorus, or
Riverside Singers of Augsburg will satisfy
the major, minor, or general education
requirements. Ensemble requirements are
fulfilled by participation for the entire year.
One quarter course credit per semester is
granted to members of major ensembles
(MUE 111, 112, 121,141); other ensembles carry no credit. Traditional grading is
required for music majors and minors in
ensemble courses. The general student
may register for credit with either traditional or P/N grading, or may choose no
credit with audit (V) designation. A maximum of two course credits in an ensemble
may be counted toward graduation requirements.
Auditions for membership in ensembles
are scheduled during the first week of the
school year or by arrangement with the
individual ensemble director.
Music 20
-
Recitals required for the fulfillment of
the B.M., B.A., or B.S. degree requirements
or honors program will be sponsored by
the music department. Other student
recitals may be considered for departmental sponsorship. All music degree recitals
must be representative of the academic
guidelines set forth in this catalog and
repertoire lists.
Students planning a recital should
carefully read the Music Student Handbook
and consult regularly with their applied
instructor. Concurrent registration in
performance studies in the major instrument/voice is required for recital
performance. At least two full-time music
faculty members and the student's private
instructor must be present to evaluate
junior and senior recitals. Recitals are
given a padfail grade.
Student Recitals
A semester of study consists of 14
weeks of lessons, coaching, and a jury
examination. Music majors and minors are
required to register for music lessons for
credit (quarter, half, or full credit depending on year of study and degree being
sought). Credit is granted only for study
with faculty members of the Augsburg
College Department of Music, and private
instruction for credit is graded traditionally
Lessons for non-credit:
Students may take private lessons for
no credit and are not required to fulfill the
performance and listening requirements.
!04 Music
Music majors are required to pass three
music repertoire tests, transfer students
must pass two, and music minors must
pass one. Consult the Music Student
Handbook for contents of music repertoire
tests and test dates.
Music Repertoire Tests
All music majors enrolled in a music
degree program must complete the piano
proficiency requirement by the end of the
sophomore year. Consult the Music Student
Handbook for piano major and non-piano
major requirements and test dates.
Piano Proficiency
EXAMINATIONS
B.M. degree junior recitals (MUS 358)
will be one-half hour in duration for
music education majors, and one hour in
duration for music performance majors.
B.M. degree senior recitals (MUS 459)
will be one hour in duration for music
education majors and music performance
majors.
B. A. and B. S. degree senior recitals (MUS
458) will be one-half hour in duration.
MUS 31 1
MUS 212
MUS 21 1
MUS 202
MUS 201
MUS 112
MUS 111
MUS 102
MUS 101
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
Study of notational systems, score layout, calligraphy, physical basis of sound,
ranges of and arranging music for voices and instruments. Simple forms and
tonal harmonic materials are employed. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
Composition 1
Further development of listening skills to parallel progress in MUS 202. To be
taken concurrently with MUS 202. (Prereq.: MUS 211)
Aural Skills IV
Melodic, harmonic dictation, and sight singing to parallel progress in MUS
201. To be taken concurrently with MUS 201. (Prereq.: MUS 112)
Aural Skills 111
Musical structures of common practice period and introduction to 20th-century
practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201
and 211 with a minimal grade of 2.0)
Form and Analysis
Continuation of MUS 102 with chromatic harmony and modulation. To be
taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a
minimal grade of 2.0)
Materials of Music 111
Development of listening and reading skills to parallel progress in MUS 102.
To be taken concurrently with MUS 102. (Prereq.: MUS 111)
Aural Skills 11
Rhythmic and melodic dictation, interval and triad recognition, sight singing,
and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. (Prereq.: Aural Skills Placement Test to be given in the
first week of class)
Aural Skills I
Diatonic harmony, secondary dominants, and simple modulations. To be taken
concurrently with MUS 112. (Prereq.: Passing MUS 101 with a grade of 2.0 or
higher)
Materials of Music 11
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test to
be given in the first week of class)
Materials of Music I
THEORY AND MUSICIANSHIP
Many music courses are offered alternate years. Consult the ACTC Joint Class Schedule
or the music department for course offerings in each term.
Music 20
Instrumental Conducting
(.5 course)
Preparation of and conducting instrumental literature, advanced conducting
techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341)
The Music Business: Marketing, Promotion, Publishing, Recording
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102,201)
History and Literature of Music II
A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101,
102, 201)
History and Literature of Music I
Relationship between music of each period and the other fine arts. For nonmusic majors.
Introduction to Music and the Fine Arts
An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and
theatre, arts administration, copyright, licensing, and recording. This course is
also offered as BUS 105.
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student's basic skills of Music-Theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing,
research, class discussion, exercises, small and large group participation, memorization and public performance. Students will attend and review live productions.
MUSITHR 235 Skills of Music Theatre
MUS 232
MUS 231
MUS 130
MUS 105
(.5 course)
Choral literature and organization, vocal methods and voice selection,
advanced conducting techniques with class as the choir. (Prereq.: Pass piano
proficiency test and MUS 341)
Choral Conducting
Study of fundamental conducting patterns and baton technique, score analysis
and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101,
111, 231)
HISTORY AND LITERATURE
MUS 344
MUS 342
Basic Conducting
MUS 341
(.5 course)
Composition 11
(.5 course)
Advanced arranging for vocal and instrumental ensembles of varying sizes and
types. Contemporaly techniques, atonal systems, and larger forms are studied
and used. (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor)
MUS 312
!06 Music
Worlds of Music
MUS 320
Music o f the Romantic Period
(Prereq.: MUS 231, 232)
Music o f the 20th Century
(Prereq.: MUS 231, 232)
Church Music and Worship
Development and influence of church music as evidenced in contemporary
worship practices. Designed for the general as well as the music and theology
student.
Voice Repertoire
(.5 course)
A survey of standard art song repertoire from Eastern and Western
Europe, Russia, Scandinavia, and the Americas. Includes listening, writing,
and performance. Required for vocal performance majors. (Prereq.: MUS
251, 252, 253, 254 or permission from instructor)
MUS 333
MUS 334
MUS 432
MUS 435
(.5 course)
(.5 course)
(.5 course)
Music of t h e Classical Period
(Prereq.: MUS 231, 232)
MUS 332
(.5 course)
Music of the Baroque Era
(Prereq.: MUS 231, 232)
MUS 331
Thefollowing four half courses are extensive studies of special eras in the history of music:
A survey of non-Western musical cultures.
History of Jazz
This course is a study of the musical elements, cultural perspectives, and the
historical developments of jazz. Many styles of jazz are examined including
early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
MUS 241
Music 20
Independent Study
(-5 course)
Advanced research and projects not otherwise provided for in the department
curriculum. Open only to advanced students upon approval by the faculty.
MUS 498
Directed Study
See description on page 92.
lnternship
See description on page 91.
lndependent StudyIResearch
See description on page 92. Open only to advanced students upon approval of
the faculty.
MUS 299
MUS 399
MUS 499
Class Voice
(.25 course)
Fundamentals of tone production and singing.
Class Piano
(.25 course)
Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading,
and simple accompaniment and music reading skills necessary to pass the
piano proficiency test. (Prereq.: MUS 101 or permission from instructor)
Class Guitar
(.25 course)
Beginning techniques of classic guitar.
MUS 152
MUS 155
MUS 158
MUS 251-254 English Diction (251), Italian Diction (252) German Diction (253),
French Diction (254)
(each .25 course)
Intensive course covering basic singing pronunciation of English, Italian,
German, and French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International
Phonetic Alphabet. Required for vocal performance majors and music
education majors.
Improvisation in Music
(.O course)
Basic improvisational skills within a jazz combo format. Open to
Instrumentalists and vocalists.
MUS 129
TECHNIQUE
lnternship
See description on page 91.
MUS 199
INTERNSHIPS AND INDEPENDENT STUDY COURSES
Piano Repertoire
(.5 course)
Study of the piano literature from the 17th century to the present by listening,
analyzing, and performing. (Prereq.: MUS 231, 232)
MUS 436
108 Music
Junior Recital
MUS 358
(.O course)
One-half hour recital at repertoire Level 111 for B.A. or B.S. candidates. No
course credit. Private instructor may request a pre-recital hearing.
Senior Recital
MUS 459
Human Identity through the Creative Arts
MUS 272
MUS 373
MUS 372
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical
talent, and performance.
Psychological Foundations of Music II
An objective approach to musical stimuli and response, with an emphasis on
acoustics and sociopsychological aspects of music. An understanding of the
research process and development of an experimental research project.
Psychological Foundations of Music I
(.O course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills, including improvisation. Two hours
per week. No course credit.
MUS 274, 275 Music Therapy Practicums
A study of the aesthetic expression and experience as they relate to human
identity with an emphasis on psychological, cultural, and biological aspects of
musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement.
Music Therapy Techniques and Materials
(.5 course)
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children.
MUS 271
MUSIC THERAPY
B.M. candidates only. One hour recital at repertoire Level IV for music education majors, one hour recital at Level V for music performance majors. No
course credit. Private instructor may request a pre-recital hearing.
(.O course)
Senior Recital
MUS 458
B.M. candidates only. One-half hour recital at repertoire Level 111 for music
education majors, one hour recital at Level IV for music performance majors.
No course credit. Private instructor may request a pre-recital hearing.
(.O course)
Piano Pedagogy (.5 course)
Principles, methods, materials, and techniques for teaching piano. Survey of
various pedagogical schools of thought.
MUS 456
Music 20
(.O course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills, including improvisation. Two hours
per week. No course credit.
Human Identity through the Creative Arts
MUS 479
(.5 course)
Full-time placement in an AMTA-approved internship site for six months.
(1040 hours) Application for internship must be made nine months in advance.
Sites in Minnesota are limited. (Prereq.: completion of all other graduation
requirements, including all proficiency exams and music repertoire tests)
Music Therapy Clinical Internship
Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two
hours per week. (Prereq.: Three of MUS 274,275,374,375, and pass piano, guitar, and vocal proficiency tests)
(.25 course each)
Class discussions of theories and research as they apply to therapeutic settings,
including discussion of professional ethics. A holistic approach to therapy
with music.
Music Therapy Senior Seminar
See course description for MUS 272. Enrollment for upper division credit
required for music therapy majors; will include an additional course module.
MUS 474,475 Music Therapy Pradicums
MUS 473
MUS 472
MUS 374, 375 Music Therapy Practicums
110 Music
Augsburg Choir ( 2 5 course)
Riverside Singers o f Augsburg (.25 course)
Vocal Chamber (.O course)
Masterworks Chorale (.25 course)
Orchestra (.25 course)
String Ensemble (.O course)
Woodwind Chamber Music (.O course)
Concert Band (.25 course)
Brass Ensemble (.O course)
Jazz Ensemble (.25 course)
Percussion Ensemble (.O course)
Piano Ensemble (-0 course)
MUE 112
MUE 113
MUE 114
MUE 121
MUE 122
MUE 131
MUE 141
MUE 142
MUE 143
MUE 144
MUE 145
While the department strongly encourages both formal and informal ensemble
experience, only membership in the
Augsburg Concert Band, Augsburg
Chamber Orchestra, Augsburg Choir, or
Riverside Singers of Augsburg will satisfy
the major, minor, or general education
requirements. Some instruments are available for use by students.
MUE 111
These musical organizations exist not
only for the benefit of the music student,
but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester
or by arrangement with the ensemble
director. Assignment to an ensemble is
then made at the discretion of the appro-priate faculty. For Jazz Ensemble membership, preference is given to Concert Band
members.
ENSEMBLES (MUE)
Music 21
-
Baritone
Tuba
Percussion
Organ
Harp
Improvisation
MUP 142-442
MUP 143-443
M UP 144-444
MUP 152-452
MUP 159a
MUP 161-461
MUP 171-471
MUP 181-481
MUP 191-491
MUP 192-492
MUP 122-422 Viola
MUP 123-423 Cello
MUP 124424 Bass
MUP 131-431 Oboe
MUP 132-432 Bassoon
MUP 133-433 Clarinet
MUP 134434 Saxophone
MUP 135-435 Flute
A student who cannot attend a scheduled
lesson is required to notify the teacher at
least 24 hours in advance; otherwise
except for illness immediately prior to
A semester of study is 14 weeks of
lessons and coaching.
Note carefully the following provisions:
Trombone
MUP 141-441
MUP 121-421 Violin
Credit is granted only for study with
members of the Augsburg
Department of Music.
the lesson, the student will forfeit the
right to a make-up lesson.
Guitar
Piano accompanying
Piano
Trumpet
MUP 137-437
Horn
are individualized to meet the experience,
ability, background and goals of the student. Students may register for 0.00 credits; 0.25 credits; or 0.5 credits in accordance with their specific degree requirements (see Music Department Student
Handbook for music degree and variable
credit performance studies requirements.)
MUP 111-411 Voice
H LESSONS
Performance Studies courses are available to music majors and non-majors and
Performance Studies at Augsburg
College provide a unique opportunity for
students to study on an individual basis
with artistlteachers who are active performers in this region and beyond.
PERFORMANCE STUDIES (MUP)
!12 Music
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current licensure requirements. All
upper division courses required for the
biology major must be completed before
student teaching.
Teaching Licensure Major
Coordinators
Karen Ballen (Biology), Sandra Olrnsted
(Chemist~y),Jeff Johnson (Physics)
Courses are designed to provide a
broad, basic background in science and
allow for specialization in an area. The following programs assume that the student
will meet the distributionlgeneral education requirements of the College, the
requirements for appropriate majors, the
courses required in the Department of
Education and, in the physical sciences,
have at least one year of calculus. Consult
with the Department of Education for
requirements in education. Early consultation with the major area coordinator is
essential.
he natural science licensure program
- for teachers is designed to provide smong
preparation for science teaching and to satisfy Minnesota licensure requirements.
T
Six other biology courses, including at
least one from each of the following
groups:
BIO 351 Invertebrate Zoology
or BIO 353 Comparative Vertebrate
Zoology
or BIO 473 Animal Physiology
BIO 361 Plant Biology
or BIO 440 Plant Physiology
BIO 367 Biochemistry
or BIO 476 Microbiology
BIO 355 Genetics
or BIO 481 Ecology
BIO 471 Advanced Cellular and
Molecular Biology
or BIO 474 Developmental Biology
CHM 351,352 Organic Chemistq I, I1
One math course: MAT 114, 122, 145, or
163
Biology Major
(for licensure in biology 5-12)
Broad base requirements, plus:
BIO 215 Introductory Cellular Biology
BIO 491 Seminar
Broad Base Requirements
GEO XXX Introductory Geology
PHY 101 Introductory Astronomy
PHY 106 Introductory Meteorology
BIO 113 Introductory Organisma1Biology
BIO 114 Introductory Genetics,
Evolution, and Ecology
PHY 116 Introduction to Physics
or PHY 121, 122 General
Physics I, 11
CHM 105, 106 Principles of Chemistry I, I1
or CHM 115, 116 General Chemistry I, I1
-
121,
See listing under Modem Languages.
NORWEGIAN
See listing under Interdisciplinary Studies.
One year of general physics-PHY
122
Two courses from:
CHM 364,367,464,470,481,482
Chemistry Major
(for licensure in chemistry 5-12)
Physical Science Broad Base Requirement,
plus Graduation major in chemistry:
CHM 105, 106 Principles of Chemistry I, I1
or CHM 115, 116 General Chemistry I, I1
CHM 351 Organic Chemistry I
CHM 352 Organic Chemistry I1
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar (4 semesters)
MAT 145, 146 Calculus I, I1
Physical Science Broad Base
Requirement
BIO 113, 114,215
PHY 101,106
Geology
One year of general chemistry-CHM
105,106 or CHM 115,116
Two additional physics courses above 122;
PHY 261 recommended
Physics Major (for licensure in physics
5-12)
Physical Science Broad Base Requirement,
plus Graduation major in physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
'14 Natural Science Teaching Licensures
Nursing Faculty
Cheryl Leuning (Chair), Ruth Enestvedt,
Meny Beth Gay, Sue Nash, Pamela Weiss,
Linda Holt, Beverly Nilsson (Emerita)
Augsburg's nursing program, leading to
a bachelor of science degree with a major
in nursing, is accredited by the National
League for Nursing. Graduates of the program are eligible to apply for public health
nurse registration in Minnesota. With two
additional courses, they are eligible to
apply for school nurse certification.
The bachelor's degree equips nurses
with a working knowledge of the biological, physical, social, behavioral, and nursing sciences. The nursing program at
Augsburg also provides educational opportunities to increase their skills in critical
thinking, clinical investigation, and decision-making that prepares them to handle
challenging new positions in today's health
care field.
The scope of nursing practice is changing and expanding. Nurses are being called
on to function in a variety of settings that
differ from those in the past. Today nurses
work in hospitals, clinics, corporations,
government agencies, schools, and community organizations, or in their own practices. Wherever they practice, nurses provide comprehensive health care through
the entire life span for people of diverse
cultures and socioeconomic levels.
he Augsburg Department of Nursing
is designed exclusively for registered nurses
who want to increase their opportunities in
the health care field.
T
Courses in the nursing major are
offered on weekends with practicum courses requiring additional weekday time.
More time may be required to complete the
total course of study depending on the
number of credits transferred from other
colleges or universities. Students in nursing may take non-nursing courses in both
day school and Weekend College. Students
interested in pursuing the nursing major
should consult with the program coordinator from the Department of Nursing for
program planning.
The program has been planned so that
the major can be completed within two
academic years; however, students may
pursue their studies at a slower pace.
A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at
the completion of Level I and Level I1
courses of study are required. Students also
must complete Augsburg's residence and
general education requirements.
Major
Nine courses including:
NUR 305 Contemporary Nursing I:
Communication
NUR 306 Contemporary Nursing 11:
Paradigms in Nursing
NUR 330 Trends and Issues in Nursing
NUR 350 Introduction to Nursing
Research
NUR 403 Contemporary Nursing 111:
Families
NUR 405 Leadership and Management:
Theory and Practice
NUR 410 Community Health Nursing I
NUR 411 Community Health Nursing 11:
Practicum
PHI 380 Ethics of Medicine and Health
Care
-
NUR 305
Nursing majors can complete the baccalaureate at the Minneapolis and
Rochester sites.
Students can complete their liberal arts
general education requirements by taking
courses in day school and Weekend
College. It is recommended that most liberal arts courses be taken before starting
the nursing major.
Nursing courses at Augsburg are
available only through Weekend College.
Classes usually meet on alternate weekends
for one 3 1/2 hour time block. Clinical
practice usually occurs on weekdays.
Augsburg recognizes that nurses have a
variety of time schedules, personal responsibilities, and work demands that must be
taken into account in any decision to work
toward a college degree. For this reason,
Augsburg offers full- and part-time sequential alternatives for pursuing this degree.
Options for Completing the Degree
6. Applicants must have their own malpractice insurance, current CPR certification, and an updated immunization record.
5. Current clinical practice: Applicants
must give evidence of current clinical nursing practice (within the past five years).
This may include graduation from a school
of nursing, work experience, completion of
a nursing refresher course, or an acceptable
equivalent.
Augsburg or at another accredited college
or university.
Contemporary Nursing I: Communication
Introduces the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles.
4. Prerequisite course content: The following content must have been completed
with a minimum grade of Z.O-chemistry,
anatomy and physiology, microbiology,
English composition, sociology, and psychology. These courses may be taken at
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently registered to practice in Minnesota prior to beginning the
nursing major.
2. Graduation from an accredited nursing program: Applicants must have graduated from an NLN-accredited associate
degree or diploma nursing program with a
2.5 overall GPA.
1. Submit an application to Augsburg
College. All applicants must present a high
school diploma or equivalent and a 2.2
GPA.
The following steps may be taken in
any order, but all must be completed prior
to application for admission into the nursing major.
Admission to the honors major requires:
a GPA of at least 3.6 in the major and 3.3
overall, application to the department chair
by Nov. 1 of the senior year, recommendation by nursing faculty, and honors thesis
to be presented before a faculty committee
by April 15. Candidates register for NUR
499 to complete the honors requirement.
Departmental Honors
!16 Nursing
Introduction to Nursing Research
Emphasis on research process and methods in nursing. Ethical issues in nursing research are examined. Students critique nursing research for its value in
nursing practice and design a research proposal. (Prereq.: MPG 3)
Contemporary Nursing Ill: Families
Provides a theoretical basis for nursing interventions with culturally diverse
families and explores theories related to family structure and function
throughout the life span. The role of the nurse in family health care is
examined. (Prereq.: NUR 306, 350)
LeadershipIManagement: Theory and Practice
Examines the professional nurse roles of leader and manager. Concepts of
change, conflict, and system dynamics are explored. Ethics, accountability and
advocacy in the leader-manager role are studied. Application of theory occurs
in selected practice settings with a professional nurse preceptor.
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve
the health of culturally diverse individuals, families, and communities.
Community Health Nursing II: Practicum*
Provides clinical experience in community-based health care delively systems.
Students will apply nursing process, teaching~learningtheory, and basic public
health principles with culturally diverse clients. (Prereq.: NUR 310)
NUR 350
NUR 403
NUR 405
NUR 410
NUR 41 1
Independent StudyIResearch
See description on page 92.
* This course involves an additional clinicalfee.
Note: I f NUR 41 1 is not taken immediatelyfollowing NUR 410, students are required to consult
withfaculty prior to registration regarding review of the theoretical content. Students who deceleratefor more thanfive years may be asked to audit courses already taken. There is afee to
audit courses.
NUR 499
Topics in Nursing
Provides opportunities for in-depth exploration of selected topics in nursing.
The subjects studied will vary depending upon the interests of the faculty and
students.
Independent Study:
Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of the
professional nurse. Economic, social, political, and professional trends and
issues are explored in relation to their implications for a changing practice.
NUR 330
NUR 432
Contemporary Nursing II: Paradigms in Nursing
An introduction to the idea of theory-based nursing practice. Nursing theory
and conceptual models for nursing practice are studied and then utilized in a
patientlclient situation.
NUR 306
Nursing 21
P
Philosophy Major
Eight courses including:
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 285 Intro. to Formal Logic and
Computation Theory
PHI 343 History of Philosophy 111: Early
Modem and 19-Century
Philosophy
PHI 344 Twentieth-Century Philosophy
Philosophy Faculty
David Apolloni (Chair), Markus Fuehrer,
Bruce Reichenbach
The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy,
while others use the major to prepare for
other professional studies such as law,
medicine, the Christian ministry, or journalism.
Students learn to ask and answer these
and other similar questions for themselves
through the development and use of critical reasoning, assisted by philosophers
from the past and present.
hilosophy is in an important sense
the most fundamental of the disciplines.
All of the sciences and most other disciplines arose out of it. Moreover, it is concerned with asking and answering the
"big" questions that are the most basic. For
example, Is there a God? Is there life after
death? Are there absolute moral standards?
What kind of life is the best? What is
knowledge and what are its sources?
Philosophy Minor
Five courses, including two from
PHI 241,242,343, and 344.
Admission to the philosophy honors
program is by recommendation of the philosophy faculty. Such recommendations
will be made at the end of the junior year.
The program will consist of an honors thesis on an approved topic of the student's
choice that involves research above the
course level, and a defense of this thesis
before the faculty of the department.
Departmental Honors
In addition to a major and minor in
philosophy, the philosophy department
also offers a cross-disciplinary major in
conjunction with the computer science
department emphasizing areas of interest
in which philosophy and computer science
overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the
major is to augment the technical skills of
a computer scientist with the creativity and
liberal arts perspective of a philosopher.
The result is a degree that is very marketable in industry and that provides an
excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See course listing
on page 118.
Major in Computational Philosophy
A 400-level course (other than PHI 499)
Two elective courses in philosophy
Four courses must be upper division.
PHI 242
PHI 241
PHI 175
PHI 125
PHI 120
PHI 110
Introduction to Philosophy
studen& will read writings by various medieval and Renaissance philosophers
in order to understand the process of philosophical assimilation involved in
constructing a Christian philosophy Topics include: the nature of being,
human understanding in relation to faith, and the place of the image of God in
the human condition. (Suggested prior course: PHI 241. Spring)
History of Philosophy II: Medieval and Renaissance Philosophy
Central philosophical questions that concerned the Greek philosophers and
still concern us today: the nature of reality and its relationship to language and
reason, the immortality of the soul, the nature of truth and human knowledge,
and the nature of the good life, from Thales to Plotinus.
History of Philosophy I: Ancient Creek Philosophy
Issues such as the ethics of sex in relation to marriage, pornography, and
homosexuality are considered. Then consideration is given to the nature and
history of romantic love and its relationship to sex.
Philosophy of Love and Sex
action with respect to the pursuit of happiness. Beginning by asking what the
end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI
125 may not receive credit for PHI 120.
A philosophical study of the role of human understanding, emotions, and
Ethics and Human Identity
By studying our moral beliefs, ethics helps students consider the bases they
use to make moral judgments. The course explores major philosophical
approaches to evaluating moral actions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who
receive credit for PHI 120 may not receive credit for PHI 125.
Ethics
This course introduces students to typical philosophical questions (like how
we know, if we can have certain knowledge, if there are universal moral principles whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically
Philosophy 21
Philosophy and the Arts
Class discussion of philosophical issues raised and illustrated by painting,
sculpture, literature, music, architecture, and film: the truth and falsehood of
aesthetic judgment, the definition of "work of art"; the nature of aesthetic
experience, the evaluation of art, creativity, the relation between the artist's
intention, the work of art, and its relation to the rest of the artistic tradition.
PHI 365
PHI 355
PHI 350
PHI 344
PHI 343
PHI 300
The course explores what scientific knowledge is, whether the scientist's
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific methods.
(Suggested prior course: PHI 399 or one course in natural science)
Philosophy of Science
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism and Taoism. We focus on analyzing diverse views of
reality, the self, and recommendations on how to live.
Asian Philosophy
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so,
what can be said about God? Can God's goodness be reconciled with human
suffering? Are miracles and life after death possible?
Philosophy of Religion
A survey of major philosophical schools in the twentieth century: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modem philosophy.
History of Philosophy IV: Twentieth-Century Philosophy
The major rationalists of the 17' century (Descartes, Spinoza, Leibniz), the
major empiricists of the 18' century (Locke, Berkeley, Hume), Kant's synthesis
of rationalism and empiricism, and 19' century Idealism and the reaction to it
(Marx, Kierkegaard, Nietzsche).
History of Philosophy Ill: Early Modern and l%h-Century
Philosophy
Laws concerning property, contracts, agency, negotiable instruments and business organizations under the Uniform Commercial Code. Ethical concepts and
principles underlying individual rights and responsibilities in business.
Business Law and Ethics
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation inclueding finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for
PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT
145 or MAT 171)
PHI 2851385 Introduction to Formal Logic and Computation Theory
PHI 260
220 Philosophy
Existentialism
The course lays out some fundamental ethical theories, which it then carefully
applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia.
Ethics of Medicine and Health Care
Studies in the writings--both philosophical and literary-f
prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years)
Topics in Philosophy
Advanced studies. covering either an individual philosopher or a specific topic
in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242,343,344, or consent
of instructor. Offered annually)
Internship
See description on page 92.
Independent StudyIResearch
See description on page 91.
Internship
See description on page 92.
Directed Study
See description on page 9 1.
See listing under Health and Physical Education.
PHYSICALEDUCATION
PHI 499
PHI 399
PHI 299
PHI 199
Internships and Independent Study Courses:
PHI 410
(See description for PHI 285/385)
PHI 3851285 Introduction to Formal Logic and Computation Theory
PHI 380
PHI 370
Philosophy 22
Recognizing the importance of physics
in contemporary life and the need to keep
abreast of rapid technological advances,
the department strives to give students not
only an understanding of basic concepts,
but also insights into recent developments.
A rigorous major provides students with
the preparation required for graduate study
in physics. It also provides flexibility, serving as a stepping stone to advanced work
in related areas such as astronomy, engineering, computer science, atmospheric
science and meteorology, oceanography,
biophysics, environmental science, and the
medical and health-related fields. The
department serves the liberal arts by offering courses for non-science students that
enable them to attain a general understanding of a particular area of science.
These courses provide the basis for
further study and enable students to
follow new developments with some
degree of comprehension.
p
hysicists
. . are a curious and ambitious
lot. Their aim is to understand the fundamental principles that describe and govern
all physical aspects of the universe.
Historically called "natural philosophers,"
physicists investigate by means of controlled experimentation and mathematical
analysis. Physics includes the study of systems ranging from sub-atomic particles to
the largest galaxies and from the relative
stillness of near absolute zero to the fiery
activity of stars. Physics plays an important
role in many of the liberal arts disciplines
and contributes to society's understanding
of such areas as energy, weather, medical
science, and space exploration.
Major
13 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
BACHELOR OF ARTS
Jennifer Posch
Physics Research Staff
Stuart Anderson, Mark Engebretson,
Kenneth Erickson, William Jasperson,
Jeffrey Johnson, David Venne, J. Ambrose
Wolf
Physics Faculty
The department supervises the preengineering program, with degree programs available at cooperating universities
at both the bachelor's and advanced degree
levels, and administers Augsburg College's
portion of funds designated for the
Minnesota Space Grant College
Consortium, funded by NASA. It also
maintains active research programs
through its Center for Atmospheric and
Space Sciences and the Sverdrup
Laboratory for Solid State Physics, with
support from the National Science
Foundation, NASA, and other private and
public sources. Several students work as
research assistants in these efforts during
the academic year and in the summer.
Cooperative education, internship, and
undergraduate research programs provide
opportunities for students to apply their
knowledge and problem-solving skills in
practical situations in industrial, governmental, and academic settings.
One physics course above PHY 122
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
MAT 145, 146 Calculus I, I1
MAT 245, 247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
Major
17 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
PHY 261 Electronics
PHY 351 Mechanics I
PHY 352 Mechanics I1
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory I
PHY 396 Comprehensive Laboratory I1
PHY 486 Quantum Physics I
BACHELOR OF SCIENCE
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395, 396 Comprehensive Laboratory
Two elective physics courses above PHY 122
MAT 145, 146 Calculus I, I1
MAT 245, 247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
In planning their courses of study, students are encouraged to work closely with
members of the physics faculty. Normally,
students should have MAT 145, 146, and
PHY 121,122 during the freshman year,
and MAT 245 and 247 (or PHY 327) during the sophomore year.
A GPA of 3.5 in physics and 3.3 overall.
An original research project on a significant topic in physics with an oral presentation and written report. Project proposals
should be made to the department by Sept.
30 of the senior year.
Departmental Honors
A GPA of 3.7 in physics and 3.5 overall.
An original research project on a significant topic in physics with an oral presentation and written report. Project proposals
should be made to the department by Sept.
30 of the senior year.
Graduation with Distinction
Physics Major With Concentration in
Space Physics
18 course credits. It is the same as the
B.S. major, with the addition of PHY 320
and PHY 420, and the omission of the elective physics course.
18 course credits. It is the same as the
B.S. major, with the addition of PHY 330
and PHY 430, and the omission of the elective physics course.
Physics Major with Concentration in
Solid State Physics
BACHELOR OF SCIENCE
Physics 22
Introductory Astronomy
PHY 101
PHY 103
Natural Science II
The second semester of a two-semester survey of Natural Science. This course
focuses on major concepts of Earth Science and Biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
SCI 111
Conceptual Physics
An introductory course (with a hands-on intuitive approach) in which the
applications, problems, and experiments are selected to illustrate fundamental
principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3.
Fall, spring)
the course traces the development of scientific thought from early civilization
to the present day Night viewing is required. (Three one-hour lectures.
Prereq.: MPG 2. Fall, spring)
A descriptive course covering our solar system, stars, and galaxies. In addition
Natural Science I
The first semester of a two-semester survey of Natural Science. This course
focuses on the nature of science and major concepts of Physics and Chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3 )
Membership in the Augsburg chapter of
this national physics honor society is open
to those students who have completed the
equivalent of a minor in physics, have a
GPA of 3.0 in physics and overall, and
rank in the upper third of their class.
SCI 110
Three elective physics courses
above PHY 122
MAT 145, 146
Calculus I, 11
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
The Augsburg chapter of the Society of
Physics Students provides students the
opportunities of membership in a national
physics society and of participating in the
physics community on a professional basis.
Membership in the society is open to all
students interested in physics.
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Sigma Pi Sigma
Society of Physics Students
Teaching Licensure Major
- Physics
224
PHY 261
PHY 245
PHY 122
PHY 121
PHY 116
PHY 114
PHY 106
lntroductory Meteorology
AC and DC circuits, analog electronics, digital electronics, and the analysis
and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146.
Spring: cross-listed with computer science)
Electronics
An introduction to modem physics from a historical and experimental
perspective. Relativity, atomic, molecular, nuclear, and solid state physics.
This course develops the experimental foundations and need for quantum
mechanics. (Three one-hour lectures, one one-and-one-half hour laboratory.
Prereq.: PHY 122. Fall)
Modern Physics
A rigorous study of classical physics including thermodynamics, electricity,
magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY
121, MAT 146 or concurrent registration. Spring)
General Physics II
A rigorous study of classical physics including mechanics and wave motion.
Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall)
General Physics I
An algebra-based introductory course in which the applications, problems,
and experiments are selected to illustrate fundamental principles and provide a
broad survey of physics. (Three one-hour lectures, one three-hour laboratory.
Prereq.: MPG 3 . Fall)
Introduction to Physics
admitted to the elementary education program. Topics covered include the
solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle
and the effect of water on the planet; and the changing climate of Earth. (Two
three-hour laboratoflecture periods. Prereq.: elementary education major and
MPG 3 . Fall, spring)
A practical and hands-on approach to earth and space science for students
Earth Science for Elementary Education Teachers
A survey of the basic principles of the Earth's weather and climate. Topics
include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone
depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2.
Fall, spring)
Physics 22
Introduction to Space Science
pheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic
storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring)
A survey of Earth's space environment including solar, planetary, magnetos-
PHY 363
PHY 362
Mechanics II
PHY 352
The classical electromagnetic field theory is developed using vector calculus.
Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures.
Prereq.: PHY 362, MAT 247 or PHY 327. Spring)
Electromagnetic Fields II
The classical electromagnetic field theory is developed using vector calculus.
Topics include electrostatics, solution of Laplace's and Poisson's equations, and
electric properties of materials. (Three one- hour lectures. Prereq.: PHY 122,
MAT 247 or PHY 327. Fall)
Electromagnetic Fields I
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and
noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY
351, MAT 247 or PHY 327. Spring)
Mechanics I
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall)
the preparation of the thin films to their structural and magnetic characterization. Many different experimental techniques and methods will be discussed,
including Molecular Beam Epitaxy, Sputtering, Diffraction methods, finnel
and Force Microscopy and various magnetomew methods. (Three one-hour
lectures. PHY 245 and PHY 351. Spring)
A study of the physics of thin (magnetic) films, covering the entire range from
Thin Films: Preparation Techniques and Methods for Structural
and Magnetic Characterization
PHY 351
PHY 330
Special functions encountered in physics. Partial differentiation, Fourier series,
series solution of differential equations, Legendre, Bessel and other orthogonal
functions, and functions of a complex variable. (Three one-hour lectures.
Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring:
cross-listed with mathematics)
PHYIMAT 327 Special Functions of Mathematical Physics
PHY 320
!26 Physics
Plasma Physics
PHY 420
Introduction to Solid State Physics
A development from first principles, including de Broglie's postulates, the
Schroedinger equation, operators, wave functions, expectation values, and
approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.:
PHY 245,351. Spring)
Quantum Physics
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into
account. (Three one-hour lectures. Prerequisite: PHY 351, PHY 362; PHY 486
strongly recommended. Fall)
PHY 499
PHY 399
PHY 299
PHY 199
See description on page 92. Open to juniors and seniors with departmental
approval.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
PHY 486
PHY 430
Comprehensive Laboratory 11 (.5 course)
A continuation of PHY 395. (One three-hour laboratory and one seminar hour
per week. Prereq.: PHY 395, junior or senior standing or consent of instructor.
Spring)
PHY 396
Fundamentals of plasma physics including waves, instabilities, drifts, plasma
drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362,363 or concurrent registration)
Comprehensive Laboratory 1 (.5 course)
An emphasis on independent laboratory work and participation in physics
seminars. Experiments in mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics, and modem physics. (One three-hour
laboratory and one seminar hour per week. Prereq.: junior or senior standing
or consent of instructor. Fall)
PHY 395
Physics 22
F
Providing work in several subfields of
political sciene, the major suppIies the
breadth appropriate for graduate work in
political science, public administration,
public policy analysis, law, and other professions. It also serves as a foundation on
which to develop careers in public service,
business, communications, and other
fields. Legislative and other internships, as
well as significant independent research
projects, are within easy reach of Augsburg
political science students in the Twin Cities
Political scientists use systematic
inquiry and analysis to examine political
reality. The student who majors in political
science will explore political ideas and values, investigate political cooperation and
conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student
will be encouraged to relate insights from
other liberal arts disciplines such as philosophy psychology, economics, history, and
sociology to the study of politics.
irmly
in the liberal arts tra. grounded
dition, political science shares concerns
with the humanities, other behavioral sciences, and mathematics and the sciences.
The role and significance of authority in
human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced
faculty that offers courses in all major
areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and
international politics, mass communications and other information technolgoy,
racial and ethnic politics, and American
public law.
The honors major in political science
includes the requirements listed above,
plus the following: The student's GPA must
be 3.5 in the major and 3.0 overall; the
student must take an honors independent
study and a seminar, and must submit an
Departmental Honors
Also at least five other upper division
courses in four out of five political science
areas. A seminar in one of the five areas
may be counted for that area. Only one
internship may count for an upper division
area. Also one other political science course
in any area, upper or lower division.
Required elective-ne
of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
Political Science Major
Ten courses:
POL 158 Political Patterns and Processes
POL 483 PoliticaVStatistics/Methodology
POL 484 Political Analysis Seminar
Milda Hedblom (Chair), Andrew Aoki,
Mary Ellen Lundsten, William Morris,
Nonna Noonan, Joseph Underhill-Cady
Political Science Faculty
area. Combined with broad, balanced, and
flexible course offerings, these special
opportunities enhance the student's potential for graduate study and a successful
career.
Economics Courses:
ECO 112 Principles of Macroeconomics
(elective for social science core)
ECO 113 Principles of Microeconomics
(elective for social science core)
ECO 3 12 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
One other upper division course
Total of 12 courses required: five courses in economics, five courses in political
science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill
requirements for the social studies core;
education courses also fulfill licensure
requirements for secondary educaiton.
Teaching Major in Political Science
and Economics
Five courses, including POL 121 or 122
or 170; POL 158; and at least three upperdivision courses in three out of five political science areas.
POL 483 may not usually be used
for a minor.
Minor
honors thesis to be defended before a faculty committee. Students may work with
any member of the department on their
honors thesis. For specific requirements,
consult the department chair. Students
should apply for the honors major no later
than the junior year.
See the class schedule for precise listing
of terms in which courses are offered.
Note: Students interested in secondary
education may take a political science
major or the teaching major in economics
and political science. Either option
requires that the student also take courses
required for the social studies core. For
more information, see the department
chair.
(I) American Government and Politics,
(11) Comparative Politics and Analysis,
(111) International Politics, (IV) Public Law,
and (V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Political Science Areas
In addition, in order to graduate with this
major, a student must have been admitted
into the Department of Education.
Political Science Courses:
POL 121 American Government (social
science core course)
Two upper-level political science courses
(must be in two different areas)
Two other political science courses
Education Courses:
EDC 200 Orientation to Education
(required for licensure)
EDS 375 Social Studies Methods-capstone course (required for
licensure)
Political Science 22!
-
American Government and Politics
Surveys major parts of American national government-including Congress,
the presidency, and the courts-as well as campaigns and elections, federalism, interest groups, and political parties.
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy Includes case studies of the Twin
Cities metro area.
American Women and Politics
Investigates the roles women play in the political system. Political, economic,
and social issues will be explored from contemporary and historical perspectives.
Environmental and River Politics
This course explores the politics of the communities and ecosystems of the
Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and Ostakeholders are trying to achieve sustainability in the watershed.
Social and Political Change
Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how
individuals can try to effect political change. (Prereq.: one previous course
in political science, or junior or senior status or consent of instructor)
Politics and Public Policy
The domestic policy making process, emphasizing how elected officials,
bureaucrats, and interest groups shape government policies in various areas,
including taxes, the environment, and social welfare policy. How public policies are formulated and implemented.
Political Parties and Behavior
Emphasizes study of public opinion and political parties in the electoral
process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one
course in political science or consent of instructor. Fall term of election years)
Mass Communication in Society
Studies effects of new information technology (such as the Internet) and of the
traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior,
or senior standing.)
POL 121
POL 122
POL 124
POL 241
POL 323
POL 325
POL 326
POL 342
I. AMERICAN GOVERNMENT AND POLITICS
!30 Political Science
Media Law
(See Section IV for description.)
Topics in American Politics
Topics include legislative, executive, or judicial politics, public policy, and
leadership. Can include focus on national, state, or local level. (Prereq.: one
course in political science or consent of instructor)
POL 375
POL 421
Topics In European Politics
Study of the political behavior, institutions, and processes of European states.
The course will focus on either European community law and politics or
domestic politics in European states. (Prereq.: one course in political science
or consent of instructor)
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union andlor other communist/post-communist
states in terms of political behavior, evolution, institutions, and political
processes. (Prereq.: one course in political science or consent of instructor)
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes
and countries valy. (Prereq.: one course in political science or consent of
instructor)
Topics in Comparative Politics
Selected themes including interpretations of political systems and comparisons
of political processes such as political participation, political development,
political change, and revolution. Topic to be included in subtitle. (Prereq.: one
course in political science or consent of instructor)
POL 350
POL 351
POL 359
POL 459
World Politics
Introduction to the processes and issues of international politics, including the
dynamics of the international system, theories of international relations, and a
focus on recent problems.
Russian and Chinese Foreign Policies
Analysis of theory and policy in the foreign policy process in Russia (and the
former USSR) and China. (Prereq.: one course in political science or consent
of instructor)
POL 160
POL 363
Ill. INTERNATIONAL POLITICS
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making
process with some comparison of major political systems and discussion of
contemporary issues.
POL 158
II. COMPARATIVE POLITICS AND ANALYSIS
Constitutional Law
(See Section IV for description.)
POL 370
Political Science 23
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An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political
study. Major research is required. .(Prereq.: POL 158, POL 483, and two upper
division courses, or consent of instructor)
Political Analysis Seminar
Origins and evolution of Manrist theory and movements, emphasizing
Marxism as developed in Russia and China. Considers the political, social, and
economic dimensions, and changing role of Manrist doctrines in society.
(Prereq.: POL 158 or consent of instructor)
Marxist Theory
Selected topics including the emergence of political democracy in comparative
perspective and American political thought. Topic to be included in the
subtitle. (Prereq.: one course in political science or consent of instructor)
Topics in Democratic Theory
Lower Division Seminar
Selected topics. Consult department chair concerning terms and subject matter.
Seminar
Introductory survey of political science methods. Covers experimental design,
descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys.
Seminar in Political Statistics and Methodology
Special topics. Consult department chair concerning terms and subject matter.
(On demand)
POL 499
POL 399
POL 299
POL 199
See description on page 92.
Independent Study/Research
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91. P/N grading unless internship supervisor grants
exception.
lnternship
Internships and Independent Study Courses:
POL 495
POL 483
POL 295
VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS
POL 484
POL 382
POL 381
Political Science 23
-
~
Bridget Robinson-Riegler (Chair),
Grace Dyrud, Emily Hause, David Matz,
Nancy Steblay
Psychology Faculty
Faculty members in the Department of
Psychology have varied professional specializations including clinical, counseling,
physiological, developmental, social, cognitive, and industrial/organizationalpsychology as well as expertise in psychological
applications to health, law, and public policy. Students may tap this expertise through
a variety of learning experiences including
group and individual projects, association
with Augsburg's active Psychology Club,
Psi Chi Honor Society, and faculty-student
research teams.
sychology is an exploration of
behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding
of individual and group behavior. The
study of psychology equips students to
understand and use the scientific method
to think creatively and critically beyond
the classroom. To prepare students for
graduate study and work in psychology,
the major emphasizes the complementary
components of a strong foundation in
research and theoretical work with the
application of knowledge and skills in
coursework, research experiences, and
internships within the community The
curriculum's emphasis on the experiential
dimensions of learning and the integration
of liberal arts and professional domains
prepares students for careers in many settings including business, education, social
services, research, law, government,
church, and medicine.
P
Note: A minimum of five courses must be
from Augsburg. No more than two courses
from among PSY 299,399, and 499 may be
counted.
*For WEC students, PSY 360 is recommended, not required, hence the WEC
major is 10 courses not 10.5
Majors are strongly encouraged to take
more than the rninimuml0.5 required psychology courses; no more than 13 course
credits can count for graduation.
Electives (3 courses in psychology)
At least one course from the following:
PSY 357 Behavioral Analysis
PSY 359 Assessment
PSY 363 Sports Psychology
PSY 368 Behavioral Healthcare
PSY 373 Industrial/Organizational
Psychology
PSY 385 Counseling Psychology
Professional Perspectives (2 courses)
PSY 399 Internship
At least one course from the following:
PSY 491 Advanced Research Seminar
PSY 493 Seminar: Contemporary Issues
At least one course from the following:
PSY 325 Social Behavior
PSY 354 Cognitive Psychology
PSY 355 Biopsychology
Foundations of Psychology (5.5 courses)
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 215 Research Methods: Design,
Procedure, and Analysis I
PSY 315 Research Methods: Design,
Procedure, and Analysis I1
PSY 360* Psychology Laboratory (.5)
The major is 10.5* courses
Major
The Individual in a Social World
A scientific investigation of social issues, with analysis of both individual and
group factors. Topics include media, prejudice, conformity, legal processes,
and consumer issues. Research participation is required. (This course does
substitute for PSY 105 as a prerequisite to upper division psychology courses.)
Principles of Psychology
An introduction to the methods and principles of psychology. Applications
of psychological concepts to everyday situations are emphasized. Research
participation is required.
PSY 105
Five courses, including PSY 102 or 105,
and four electives. A minimum of two
courses must be from Augsburg. No more
than two courses from among PSY 299,
399, and 499 may be counted.
Minor
PSY 102
Both the sociology and psychology
departments offer courses relevant to students with interests in social psychology.
The intent of the social psychology concentration is to provide students of either
major with a solid disciplinary foundation
along with specific coursework to strength-
Concentration in Social Psychology
GPA of 3.0 in the major and 3.5 overall,
and completion of a high-quality research
project culminating the major program.
Formal application must be made during
the junior year. Please consult the department chair for more detailed requirements.
Successful completion of departmental
honors in psychology automatically qualifies the student for graduation with distinction from the college.
Departmental Honors/Craduation
with Distinction
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
en a cross-disciplinary social psychological
perspective. Students will participate in
internship and research experiences specific to their social psychology interest.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in law, consulting, research, and
social policy, as well as many other areas.
In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific
requirements.
Transfer-course policy for majors
and minors: All transfer courses, including ACTC courses, must be approved in
writing by the chair. Only those psychology courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the
transfer guidelines may only be applied to
elective or PSY 105 credit for the major.
WEC psychology courses are offered
only on an alternating year basis.
All psychology majors must have an
adviser in the psychology department.
Psychology 23'
-
PSY 355
PSY 354
PSY 353
PSY 352
PSY 351
Psy 335
PSY 325
PSY 315
PSY 215
PSY 201
Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and
altered states of consciousness. (Prereq.: PSY 215)
Biopsychology
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215)
Cognitive Psychology
Development through middle and older adulthood. Consideration of positive
and negative aspects of aging. Content is especially relevant to those who
study and work with the largest growing segment of our population-the
elderly. (Prereq.: PSY 102 or 105)
Aging and Adulthood
Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 102 or 105)
Adolescent and Young Adult Development
Theory and scientific methods of examining development and behavior.
Practical implications of data and theory are stressed. (Prereq.: PSY 102 or
105)
Child Development
Application of psychological principles and research to legal processes, policy,
and problems. Emphasis on three content areas: eyewitness issues, courtroom
procedures, and forensic clinical practice. (Prereq: Psy 102 or 105)
Psychology and Law
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence,
attitudes formation, and change. (Prereq.: PSY 215)
Social Behavior
Part I1 of a two-term sequence. See PSY 215. PSY 315 should be taken in the
term immediately following PSY 215. PSY 215 may be taken for one course
credit without taking 315. (Prereq.: PSY 215 with a grade of 2.0 or higher,
ENG 111)
Research Methods: Design, Procedure, and Analysis I1
Part I of a two-term sequence. Scientific method as practiced in psychology.
This sequence emphasizes skills of bibliographic research, research design and
data collection, statistical analysis and interpretation, computer-assisted data
analysis, and APA-style presentation of research findings. PSY 215 must precede PSY 315. (Prereq.: PSY 102 or 105, MPG 3)
Research Methods: Design, Procedure, and Analysis I
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 102 or 105)
Health Psychology
236 Psychology
Environmental Psychology
This course uses a cultural-ecological viewpoint to study the influence of the
physical environment, both natural and human-made, on behavior. (Prereq.:
PSY 102 or 105)
Behavior Analysis
Principles of lea&ing/behavior change and their application to self-management, family work, school, and clinic settings. ~ndihdualizedprojects.
(Prereq.: PSY 102 or PSY 105)
Assessment
Theory and scientific methods of assessing human aptitudes, achievement,
personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability
and validity, and legal and ethical issues. (Prereq.: PSY 215)
Psychology Laboratory (.5 credit)
Laboratory research experience under the supervision of a faculty member.
Concurrent enrollment in a full credit upper-level course (designated courses
will vary depending on the semester) and approval by the instructor are
required. (Prereq: Psy 102 or 105)
Personality/Cultural Context
Current scientifically-based approaches to description, dynamics, and
development of personality. Includes study of gender, social position, and
cross-cultural behavior. (Prereq.: PSY 102 or 105)
Abnormal Psychology
An introduction to psychological disorders and treatment. (Prereq.: PSY 102 or
105)
Sports Psychology
Foundations of sports psychology. Psychological concepts applied to sports
and enhancement of athletic performance. Topics include motivation, team
development, leadership, psychological skills training, and goal setting.
(Prereq: Psy 102 or 105)
Behavioral Health Care
Application of psychological theory, research, and clinical principles to health
care practice. Emphasis on developmental health issues and a biopsychosocial
health model. (Prereq.: PSY 102 or 105)
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 102 or 105)
Industrial/Organizational Psychology
The theoretical and applied study of organizations. Topics include personnel
selection and evaluation, career development, conflict and decision-rnaking, group processes, and organizational change. (Prereq.: PSY 102 or 105)
PSY 356
PSY 357
PSY 359
Psy 360
PSY 361
PSY 362
PSY 363
PSY 368
PSY 371
PSY 373
Psychology 23
Historical Perspectives
Discussion and exploration of contemporary professional issues and social
policy from a psychological viewpoint. Faculty-supervised student research.
(Prereq.: PSY 215 and junior standing)
Seminar: Contemporary Issues
Research team experience in a seminar format. Designed to extend students'
knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an
honors major. (Prereq.: PSY 315 or comparable course approved by instructor)
Advanced Research Seminar
Specific topic will be published prior to registration. (Prereq.: PSY 215 and
consent of instructor)
Current Topics in Psychology
Principles and methods involved in the counseling process. Consideration of
goals and ethical guidelines for the counseling relationship. (Prereq.: Two PSY
courses plus PSY 102 or 105)
Counseling Psychology
Focus on the people in psychology's history their questions and positions,
from the early Greek period to the present. Emphasis on the 20thlcentury,
inclusions of women and minorities, and contextual histoly. (Prereq.: PSY
102 or 105)
PSY 499
PSY 399
PSY 299
PSY 199
See description on page 92. (Prereq.: PSY 330)
Independent StudyIResearch
See description on page 91. Participation in a concurrent seminar is required.
(Prereq.: PSY 330)
lnternship
See description on page 92. (Prereq.: PSY 102 or 105)
Directed study
See description on page 91. (Prereq.: PSY 102 or 105 and one other
psychology course).
Internship
Internships and Independent Study Courses.
PSY 493
PSY 491
PSY 490
PSY 385
PSY 381
,313 Psychology
~e1i~i;i.i111, 221, or 33 1is prerequisite to all other courses. REL 111 or 221
is expected to be taken in either the freshman or sophomore year at Augsburg.
Junior or senior transfer students who are
required to take two Christian Faith
Perspective courses may take REL 331 as
the prerequisite for other courses.
I
Prerequisites
The Religion Department offers two
majors: Religion ( E L ) and Youth and
Family Ministry (YFM).
Majors
Beverly Stratton (Chair),Janelle Bussert,
Nancy Going, Lori Brandt Hale, Bradley
Holt, Rolf Jacobson, Lynne Lorenzen,
Philip Quanbeck 11, Mark Tranvik
Religion Faculty
eligion asks fundamental questions
of life and meaning: Who are we as human
beings? Where did we come from? Where
did the world come from?What do good
and evil mean in this time and
place? Students will wrestle with these
questions and with responses from the
Christian traditions and from the perspectives of the other major world religions.
R
GPA of 3.5 in the major and 3.0 overall,
research project approved by the department, and colloquium with the department. Application must be received by the
department by Dec. 30 of the student's
senior year.
Departmental Honors
Graduation with Distinction requires
application to the department chair in the
junior year. Specific requirements are available from the chair.
Graduation with Distinction
All majors must have an adviser in the
department.
Advising
All h-ansfer courses for majors and
minors, including ACTC courses, must be
approved in writing by the chair. Only
courses successfully completed (2.0 or
above) within the last ten years will be
considered. In general, courses that meet
the transfer guidelines may only be applied
to elective or REL 111 credit for the major.
Transfer Courses
Courses designated REL and YFM are
offered by the religion department. A maximum of 13 total REL and YFM courses
may be applied toward the 32-course
requirement for graduation. Taking extra
electives in REL or YFM may require students to complete more than the minimum
32 courses required for graduation.
Graduation Requirements
A religion major encourages students to
seek their future in the world andlor
church through a sense of vocation, serving as pastors, associates in ministry, nurses,
youth and family ministry lay professionals
in congregations, and as social service and
human resource professionals in a wide
variety of settings.
Through the study of religion, students
will learn to understand, appreciate, and
articulate the Christian faith, as based in
the Bible, as lived in the Christian fellowship, as embodied in the Christian Church
and its history, and as interactive in the
contemporary world and with other world
religions. Students will also develop the
ability to read and interpret the Bible,
other religious texts, and various expressions and practices of faith, so that their
meaning for human life in relation to God
becomes evident. In addition students will
develop skills for becoming leaders in the
religious communities to which they
belong and for living as responsible citizens with others whose religious views and
practices differ from their own.
Note: Not all courses that meet
Christian Faith Perspectives are REL
courses and do not count toward the religion major or minor.
Five religion courses including REL 111 or
331. At least two upper division courses
must be taken at Augsburg College.
Students are required to have at least a 2.0
GPA in courses counted toward the minor.
Religion Minor
Note: Seminar, especially for majors,
should be taken in the junior or senior
year. One New Testament Greek course
may be applied to the major.
or Option B:
REL 221 Biblical Studies
and three additional religion courses, two
of which must be upper division.
Option A:
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
and two additional religion courses, one of
which must be upper division.
and
Eight courses including:
REL 111 Introduction to Theology
REL 356 World Religions
REL 481 Contemporary Theology
REL 495 Religion Seminar
Religion Major
BACHELOR OF ARTS
REL 309
REL 308
REL 306
REL 302
REL 301
REL 231
REL 221
REL 111
Religions themes such as good and evil, morality and ethics, human nature,
holiness, faith and belief, salvation and redemption, and forgiveness and mercy
will be explored through the medium of popular film.
Religion at the Movies
A study of poetry from the Christian tradition and its interpretation, focusing
on biblical psalms and poems, religious poetry, and Christian hymns and
songs.
Psalms, Songs, and Religious Poetry
A study of Christian belief and paitice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the
deep questions of the relationship of culture and religion, and the ethnic and
cultural location of Christianity.
NonWestern Christianity
Historical, literary, and theological interpretation of Paul's letters, the gospels,
and other New Testament writings as persuasive literature for ancient and
modem communities. Prerequisite REL 111.
Interpreting the New Testament
An investigation of the Torah, Prophets and Writings, including forms, genres,
historical contexts, portrayal of God, and interpretation of these texts by
ancient and modem Jewish and Christian communities. Prerequisite REL 111
and entry level critical thinking.
Interpreting the Old Testament
An examination of selected topics related to the Black experience, e.g., African
backgrounds, religion under slavery, and evangelicalism.
Religion in African-American History
The origin, literary character, and transmission of the biblical documents; the
task of biblical interpretation; and the history of Israel and the emergence of
the church. Not accepted for credit for students who have taken REL 301 or
302.
Biblical Studies
An introduction to the academic discipline of theology and to the dialogue
between the church and the world that concerns Christian doctrine. Open
only to freshmen and sophomores. Not accepted for credit for students who
have taken REL 331.
Introduction to Theology
REL 111, 221, or 331 is a prerequisite for a17 other religion courses.
Religion 2
-
REL 363
REL 362
REL 357
REL 356
REL 353
REL 346
REL 343
REL 331
REL 320
REL 313
:42 Religion
Environmental Theology and Ethics
A study of the history of religion in America. Special attention to the rise of
religious liberty, revivalism, denominations, and the responses of religion to
the challenges of its environing culture.
Religion in America
An introduction to the theological thought of the Protestant reformers of the
16th century. Special attention to the writings of Martin Luther and other representative figures.
Theology of the Reformers
ures. Thinkers that may be studied include Augustine, Martin Luther,
Dorothy Day, and Martin Luther King, Jr.
Giants of Christian Faith
Christian history is examined through the lives and theology of notable fig-
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
World Religions
A study of the beliefs and worship practices of the major Christian
denominations and of many contemporary American religious groups.
Some controversial religious movements will also be considered.
Denominations and Religious Croups in America
This course examines the changing role of the church in the midst of political
transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious
organizations. Taught in Namibia semester program.
Religion and Social Change in Southern Africa
An examination of the nature of modem marriage and family relationships
within the context of the faith and practice of the Christian church.
Theology of Marriage and Family
An advanced introduction to the biblical and theological foundations of the
Christian faith, focusing on writing and advanced critical thinking skills.
Open only to advanced transfer students. Not accepted for credit for students
who have taken REL 111 or REL 221.
Foundations in Bible and Theology
An examination of Buddhism and the interface of Buddhism and Christianity
in Thailand, with attention to the plurality of religions, the role of Christian
mission, and religious responses to some of Thailand's contemporary problems
such as AIDS and the sex industry. Short-term travel seminar.
Buddhism and Christianity in Thailand
An overview of contemporary environmental theology and theologically-based
approaches to environmental ethics using case studies of environmental problems in Mexico and Central America. Taught in Mexico during spring semester program.
REL 471
REL 441
REL 425
REL 390
REL 386
REL 383
REL 374
REL 370
REL 366
The Church and Social Change in Latin America
Consideration of the New Testament documents, particularly the Gospels,
dealing with their context, literary structure, and relationships. Attention to
the variety of interpretations given the person of Jesus.
Jesusand His Interpreters
Attention will be given to religious influences on societal roles for women and
men, feminist interpretation of the Bible, and the impact of feminism on
Christian theology, especially in terms of language and metaphor.
Feminism and Christianity
A practical forum on "habits of the heart" that sustain Christian service.
Students explore and critically reflect on the value and practice of spiritual
disciplines such as prayer, meditation, journaling, and service to the poor.
Christian Spiritual Practices
A study of death and dying from the viewpoint of Christian theology and
ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modem medical technology.
Theology of Death and Dying
An investigation of scholarship on Genesis and the role of interpretaton
through study of the characters and values portrayed in Genesis and related
biblical texts.
Speaking of Genesis
Influences of the relational world view of process philosophy on Christian
faith and ethical deliberations (including killing, abortion, human sexuality,
and euthanasia).
Process Theology
larly physics and biology, and the ethical implications of some of the technologies that have derived from these sciences.
A study of the implications for Christian theology of modem science, particu-
Science and Religion
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENG 111, junior standing, and
REL 111, 221,' or 331)
American Indian Spirituality and Philosophical Thought
A study of the dominant theological perspectives that have shaped Latin
America culture and politics. Focuses on the relationship between theology
and sociavpolitical transformation. Taught in Mexico in short-term travel seminar or fall semester and in Central America fall or spring semester programs.
Religion 24
Paul the Apostle
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics vary by
instructor. Students will improve writing abilities through writing a major
research paper. (Prereq.: ENG 111. Fall)
Seminar
Selected topics in religion.
Topics in Religion
A study of current psychological views of religion in the context of the traditional Christian view of human nature. Special attention will be given to the
classics in the field by Freud, Jung, and William James, and to those Christian
theologians who have been influenced by them.
Religion in Psychological Perspective
The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action.
Christian Ethics
An introduction to some representative trends in Christian theological thought
today, as seen from the systematic perspective, in the light of the continuing
theological task of the Christian Church. (Prereq.: ENG 111and REL 111,
221, or 331)
Contemporary Theology
An introduction to the Jewish faith as the tradition has developed, as well as
attention to current issues facing the Jewish community
Judaism
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings.
(Prereq.: Pass or waiver of critical thinking entry level skills test)
Internship
See description on page 92.
Independent StudyIResearch
See description on pages 91 and 246.
Internship
See description on page 92.
Directed Study
See description on page 91. Limited to special cases
Philosophy of Religion
Religion and Society
PHI 350
SOC 360
See department listing for a description of thefollowing approved elective:
REL 499
REL 399
REL 299
REL 199
Internships and Independent Study Courses:
REL 495
REL 490
REL 486
REL 483
REL 481
REL 475
REL 472
44 Religion
Youth and family ministry core:
YFM 207 Contextual Education
[required non-credit field experience]
YFM 232 Peer Ministry: Principles and
Leadership
YFM 235 Basics in Youth and Family
Ministry
YFM 358 Life and Work of the Church
or YFM 316 Church and Culture in
Context
Theology core:
REL 111 Introduction to Theology
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
REL 362 Theology of the Reformers
REL 495 Religion Seminar
Eleven courses including
Youth and Family Ministry Major
This major requires 150 hours of supervised contextual education (YFM 207) as
preparation for a 150-hour internship
(YFM 399) with a congregation or ministry
organization. Students may satisfy the City
perspective by taking GST 209 in conjunction with either of these experiential education components.
Students are accepted into the program
through a two-step candidacy process. Contact the youth and family ministry coordinator in the religion department about
when and how to apply for candidacy
The major in youth and family ministry
prepares persons for faithful work as youth
and family ministers in Christian congregations and other ministry settings. This
major is interdisciplinary, combining a core
study of theology and Bible with supporting coursework in the social sciences. A
distinctive part of the major is the combination of practical and theological training,
using resources of the Youth and Family
Institute of Augsburg College.
Youth and Family Ministry Major
one formal, supervised field work experience:
YFM 207 Contextual Education (noncredit requirement)
YFM 399 Internship
or field work with youth and families,
supervised through another major and
approved by the Religion department
youth and family ministry coordinator.
one upper division YFM course from:
REL 343 Theology of Marriage and
Family
YFM 316 Church and Culture in Context
YFM 358 Life and Work of the Church
one Bible survey course from:
REL 221 Biblical Studies
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
The minor consists of the following six
courses
REL 111 Introduction to Theology
YFM 235 Basics in Youth and Family
Ministry
YFM 232 Peer Ministry
Youth and Family Ministry Minor
Note: A student with a youth and family ministry major or minor may not also
major or minor in religion.
and three supporting courses
SOC 231 Family Systems: A CrossCultural Perspective
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 351 Child Development
or PSY 352 Adolescent and Young Adult
Development
or SWK 260 Humans Developing
YFM 399 Internship
REL 343 Theology of Marriage and
Family
REL 425 Christian Spiritual Practices
-
YFM 399
YFM 358
YFM 316
YFM 235
YFM 232
YFM 207
Supervised practice of youth and family ministry during 150 hours in an
approved congregational setting. Students complete a formal internship agreement and projects. (Prereq.: Candidacy step #2)
Internship
faith through Christian education and cuniculum, youth and family ministry,
and parish life.
A study of the role of congregations and families in shaping and nurturing
Life and Work of the Church
situation in Norway. Emphasis will be on the role of congregations and families in both Norway and the United States in shaping and nurturing faith
through Christian education and curriculum, youth and family ministry, and
parish life. Short term travel seminar, offered in the summer.
A study of Norwegian culture and church life and the contemporary religious
Church and Culture in Context
Development of youth and family ministry in the U.S. Conceptual models and
basic skills for holistic approach to youth and family ministry in a congregation.
Basics in Youth and Family Ministry
Students learn to train college, high school, and junior high youth to serve as
peer ministers in their congregations and communities. They will learn and
practice communication skills, facilitate small groups, and learn the role of a
listenerhelper. Peer ministry integrates the act of caring and serving others
within a Christian belief system.
Peer Ministry: Principles and Leadership
Students reflect upon and relate their learning of theology, the youth and family ministry model, and supporting social science courses to experiences during
150 hours in an approved congregational setting. They discuss ministry issues
with peers and supervisors and begin preparation of their professional portfolios. This is a non-credit requirement for the major. It may be done over two
to three semesters. (Prereq.: Candidacy step #1)
Contextual Education (.O course)
:46 Youth and Family Ministry
T
Adviser
Magda Paleczny-Zapp
Courses are offered at Augsburg
College, Harnline University, Macalester
College, the College of St. Catherine, and
the University of St. Thomas, thus drawing
on the faculty and resources of the five
ACTC institutions.
his major, offered through the
Associated Colleges of the Twin Cities
(ACTC), seeks to give the broadest possible exposure to the history, politics, economics, literature, and philosophy of
Central and Eastern Europe and Russia.
This interdisciplinary major offers an
opportunity to become well acquainted
with societies in socio-economical and
political transition as well as the rich literary and cultural achievements of the area.
Experience with the Russian language or,
through the University of Minnesota one of
the Eastern European languages, is
required. Russian, Central, and East
European studies is a sound liberal arts
major offering considerable flexibility and
career opportunities, especially when combined with another major or minor in business, economics, history, language, and literature or political science.
Major
Eleven courses, including language and
area studies courses:
A. Language Courses: Two years of
basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or
equivalent competencies.
B. Area Studies Courses:
Track 1: Concentration in humanities
Five courses: Four courses from the list of
approved courses in Track 1,plus one
course from Track 2, as approved by adviser.
Track 2: Concentration in social sciences
Five courses: Four courses from the list of
approved courses in Track 2, plus one
course from Track 1, as approved by adviser.
C. Two other courses selected from either
Track 1 or Track 2.
D. Students are strongly recommended to
take a third year of Russian or any other
East European language. A program of
study abroad in Russia or one of the
Central or East European countries during
a semester, Interim, or during the summer
is strongly encouraged. All options should
be discussed with the student's adviser.
The current advisers are: Augsburg,
Magda Paleczny-Zapp, 612-330-1761;
Hamline, Karen Vogel, 651-523-2973;
Macalester, Gary Krueger, 651-696-6222;
and St. Thomas, Sr. Mary Shambour,
651-962-5164.
Students should consult an adviser regularly in order to secure a coherent and
effective program. Each ACTC institution
has a faculty member on the Russian,
Central, and East European Studies
Committee. These advisers can help with
selection of courses, recommendations for
study abroad, and consideration of career
options.
Faculty Advising
ECO 317 at Augsburg Comparative
Economic Systems is equivalent to:
ECON 25 M Comparative Economic
Systems
ECON 349 C Comparative Economic
Systems
ECON 349 T Comparative Economic
Systems
HIS 348 at Augsburg Russia and the Soviet
Union in the 20th Century is equivalent to:
HIST 333 T Eastern Europe, 1914 to the
Present
HIST 373 H The Heart of Europe: Central
& Eastern Europe in the 20th Century
HIST 351 C Russia: The Last of the
Romanovs, Bolshevik Interlude, and the
Russian Republic
See Nordic Area Studies under Interdisciplinary Studies.
SCANDINAVIAN STUDIES
(Lettersfollowing course numbers designate location: H=Hamline; MzMacalester;
C=St. Catherine; T=St. Thomas)
Students may not receive credit for the
same course taken on different campuses.
Since courses with similar content may not
always have similar titles, students are
strongly encouraged to pay careful attention to the list below. The following courses are considered to be equivalent to one
another:
Students may take other Eastern
European language courses that are offered
at the University of Minnesota through
ACTC. See the adviser or contact the
ACTC office for further information.
TRACK 2
SOCIAL SCIENCES CONCENTRATION
REL 420 The Russian Orthodox Church
ECO 317 Comparative Economic
Systems
EC0 495 Topics (Requires permission
of adviser)
POL 351 Topics in CommunistlPost
Communist Systems (Requires
permission of adviser)
POL 363 Russian and Chinese
Foreign Policy
TRACK 1
HUMANITIES CONCENTRATION
HIS 348 Russia and Soviet Union in the
20th Century
REL 420 The Russian Orthodox
Church
HIST 60 M State and Society in Tsarist
Russia is equivalent to:
HIST 337 H Modem Russia from the
Empire to Revolution
4 8 Russian, Central, and East European Studies
7
s
An interdisciplinary social studies
major is available for persons holding a
bachelor's degree and seeking licensure
only.
Plus a major in one of six fields-economics, history, political economics, political
science, psychology, or sociology.
Geography and anthropology are also
acceptable fields, although they are not
offered as majors on the Augsburg campus.
Social Studies Teaching Licensure
Broad base requirements:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 220 America to 1815
or HIS 221 19th-Century United States
or HIS 222 20th-Century United States
POL 121 American Government and
Politics
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 241 Foundations of Cultural
Anthropology
One course in geography
(human or cultural)
Coordinator
Don Gustafson
tudents -preparing
- to teach social
studies at the secondary level must complete, in addition to the professional
requirements to be met within the
Department of Education, a program
designed to provide a broad foundation in
the social sciences.
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. Students
should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Teaching Licensure Major
Students considering a career in
social studies education should consult,
as soon as possible, the Augsburg
Department of Education and the social
studies coordinator.
T
Augsburg College's motto, "Education
for Service," exemplifies the philosophy of
the Department of Social Work. The Twin
Cities area provides both a variety of field
placements for social work students and
extraordinary community resources for the
classroom. The social, cultural, ethnic, and
economic diversity in this metropolitan
area enriches opportunities for social work
students to learn to understand, appreciate,
respect, and work with people different
from themselves.
Augsburg's social work major provides
a strong foundation for graduate studies in
a variety of fields. Since 1991 Augsburg
has offered a full-time Master of Social
Work (M.S.W.) degree on a weekend
schedule.
he social work major prepares graduates for entry-level generalist practice in
the field of social work. The baccalaureate
social work (B.S.W.) program is accredited
by the Council on Social Work Education
and leads to a bachelor of science degree.
Graduates are prepared to work with individuals, families, groups, organizations, and
communities building on strengths, and to
develop, analyze, and influence social policy. The mission of the department is to
develop social work professionals for practice that promotes social justice and
empowerment towards the well-being of
people in a diverse and global society.
Anthony Bibus (Chair), Vern Bloom, Laura
Boisen (MSW Field Coordinator), Lois
Bosch (MSW Program Director), Francine
Chakolis, Sumin Hsieh, Barbara Lehmann,
Rosemary Link, Sharon Patten, Curt
Paulsen, Karen Robards, Nancy Rodenborg
(BSW Program Director), Glenda
Dewbeny Rooney, Michael Schock (BSW
Field Coordinator), Maryann Syers (Field
Education Coordinator)
Social Work Faculty
The social welfare minor and electives
in the department allow students from
other majors to gain knowledge about
human needs and growth, human services,
global social welfare, and the methods of
effective citizenship. Using this knowledge,
students are encouraged to apply their talents and skills to address the needs of society, always emphasizing social justice and
the central importance of diversity in the
social fabric of our world.
and seven supporting courses:
BIO 101 Human Biology
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 231 Family Systems:
A Cross-Cultural Perspective
SOC 265 Race, Class and Gender
SWK 257 Exploring Human Services
SWK 260 Humans Developing
A minimum grade of 2.0 is required for
each core course and a 2.0 GPA is required
in the supporting program. A statistics
course is recommended for students planning on graduate school.
Major
Ten core courses:
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11:
With Families and Groups
SWK 317 Field Work 11:
Integrative Seminar
SWK 402 Research I: Fundamentals of
Social Work Research and
Evaluation (.5)
SWK 403 Research 11: Evaluation of
Social Work Practice and
Programs (.5)
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV
Integrative Seminar
SWK 419 The Social Worker as
Professional
and one course from:
POL 121 American Government
and Politics
POL 158 Political Patterns and Processes
POL 325 Public Administration
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 406 Social Work Practice 111:
With Communities and Polices
SOC 265 Race, Class and Gender
Social Welfare Minor (for other
majors)
Consult the social work department
student manual for graduation with distinction requirements.
Graduation with Distinction
Social work majors must be granted
candidacy status before the beginning of
the first practicum in the junior year.
Certain 300- and 400-level courses list
candidacy as a prerequisite. A written selfstatement, reference letters, and the completion or planned enrollment in all core
and supporting program courses below the
400 level are necessary for candidacy.
Candidacy
Social Work 251
-
Suggested c o u r s e ~ h o o s four:
e
REL 231,263,342,343,353,360,363,
366,370,415,441, and 483.
Social Ministries Minor in Religion
Required course+hoose one:
REL 111 Introduction to Theology or
REL 221 Biblical Studies
SWK 403 Research 11: Evaluation of
Social Work Practice and
Programs (.5)
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV
Integrative Seminar
SWK 419 The Social Worker as
Professional
Global Peace and Social Development
This course offers a framework of non-violent social change and development
in the global context. It also identifies the focus of social work in addition to
many other disciplines that are vital to fostering peace.
Exploring Human Services
This experiential learning course is designed to help students learn about
themselves in relation to a possible major or future career in social work.
Students must arrange to perform 60 hours of work in a human service
agency and must attend the weekly seminar. The course also critically examines how economic and political structures affect diverse groups.
Humans Developing
This course provides an understanding of human growth through life and of
the sociocultural, biological and psychological factors that influence the
growth of individuals and families. Growth related to diverse populations and
groups or special stresses is also a focus.
SWK 230
SWK 257
SWK 260
ELECTIVE COURSES ARE OPEN TO ALL STUDENTS.
This concentration helps to focus social
workers on work in church congregations
or church-sponsored social programs and
projects. The concentration was designed
by the Departments of Religion and Social
Work. The concentration is achieved by
completing the following course of study:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11: With
Families and Groups
SWK 3 17 Field Work 11:
Integrative Seminar
SWK 402 Research I: Fundamentals of
Social Work Research and
Evaluation (.5)
Social Ministries
252 Social Work
History and the Analysis of Social Policy
This course focuses on social change through community organization and
influencing policies. Students build an understanding of communities, human
service agencies, and policy practice in the local community. (Prereq.: senior
standing or consent of instructor)
Social Work Practice Ill: With Communities and Policies
This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental
responses to human needs and the contribution of social workers historically
will be explored. (Prereq.: junior standing or consent of instructor)
Social Work Practice I: With Individuals
Field Work II: lntegrative Seminar
SWK 317
SWK 402
Social Work Practice 11: With Families and Croups
This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on
generalist practice in group and family work. (Prereq.: SWK 306, SWK 307,
and candidacy status)
SWK 316
This is the first part of a sequence introducing students to basic research
methods that social workers commonly use in their practice. Students learn
not only to become knowledgeable consumers of social work research but also
to develop beginning skills in evaluating social work practice and social service programs using quantitative and qualitative methods.
Research I: Fundamentals of Social Work Research and Evaluation
(.5 course)
Progressively-responsible, s u p e ~ s e dprofessional social work experience
including work with individuals, families, groups, and communities in a social
service agency. A total of 120 hours, continuing SWK 307, plus an integrative
seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading
only)
Field Work I: lntegrative Seminar
Beginning supervised professional practicum experience in a social work
agency that focuses on interviewing experience and relationship building. A
total of 120 hours, plus a small-group integrative seminar. (concurrent &th
SWK 301 in day program and SWK 306 in day and WEC. P/N grading only)
This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals, and development of relationship building skills. Includes video-taping laboratory sessions. (Concurrent with SWK 307 Integrative Seminar and with SWK 301 in
the day program, and junior standing)
SWK 307
SWK 306
H COURSES RESERVED FOR SOCIAL WORK MAJORSONLY
SWK 406
SWK 301
Social Work 25
This course reviews professional ethical practice, organizational analysis,
strategies for agency change, and client empowerment, and social work career
planning. (Prereq.: Senior and candidacy status)
The Social Worker as Professional
Continuation of SWK 407; a total of 120 hours plus integrative seminar.
(Prereq.: Senior and candidacy status. P/N grading only)
Field Work IV: lntegrative Seminar
Field work practicum, a total of 120 hours plus integrative seminar. (Prereq.:
Senior and candidacy status. P/N grading only)
Field Work Ill: lntegrative Seminar
This is the second part of a sequence in which students learn to use evidence
in evaluating whether their practice and programs are helping or harming
clients. Since these courses cover the graduation skill of Quantitative
Reasoning, students learn to apply techniques of statistics and data analysis in
research and evaluation. (Prereq.: SWK 402 and MPG 3)
Research II: Evaluation of Social Work Practice and Programs
(.5 course)
SWK 499
SWK 399
SWK 299
SWK 295
SWK 199
See description on page 92.
lndependent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
Special themes in social work specified in subtitle.
Topics:
See description on page 91.
lnternship
Internships and lndependent Study Courses:
SWK 419
SWK 41 7
SWK 407
SWK 403
!54 Social Work
s
Diane Pike (Chair), Eric Buffalohead,
Lars Christiansen, Gany Hesser,
Michael O'Neal, Tim Pippert, James
Vela-McConnell
Sociology Faculty
Students are encouraged to select as
electives some of the non-traditional learning models available, such as internships,
independent study, and field studies. The
department urges students to use
Augsburg's metropolitan setting as a laboratory for learning. Internships, service
learning, and cooperative education enable
majors to apply the theories and research
skills of sociology while they explore
career alternatives. Augsburg alumni who
have majored in sociology are currently
employed in the human resources departments of both government and private corporations, in the criminal justice field, and
as professors of sociology. Others have
used their majors as preparation for
advanced study in areas such as law, the
ministry, social work, urban planning, and
human services.
The goal of the department is to guide
students in gaining knowledge of the social
order, how it affects them in their daily
lives, and how it can be applied to their
vocation. Sociology majors develop an
understanding of the theories of society
and social groups, learn to create and use
scientific tools of analysis, and practice the
application of sociological concepts to the
solution of social problems.
ociology is the study of society as a
whole and of human social organization in
groups. The sociological perspective provides a way to better understand the social
world and how human beings come to
think and act as they do.
Students interested in community
crime prevention as well as the traditional
aspects of criminal justice-courts, prisons, probation, and law-will be served by
this concentration in the major. Additional
courses required for the concentration are:
SOC 211, SOC 231, SOC 265, SOC 277
and an upper division Internship approved
by the department. See Diane Pike for
advising and visit the department Web site
for details.
Concentration in Crime and
Community
This concentration is designed to give
sociology majors a concentration in urban
community studies, which includes an
applied sociology focus emphasizing city
and community planning with a required
internship. In addition to the seven core
courses, students are required to take four
additional courses: SOC 211, SOC 381,
SOC 399 and one additional elective. See
Gany Hesser for advising and visit the
department Web site for details.
Concentration in Community Studies
Note: SOC 399 is highly recommended.
Majors must have a 2.0 or better in each
required course to receive credit in the
major.
Major
Ten courses including:
SOC 121 Introduction to Human Society
SOC 349 Organizational Theory
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 375 Social Psychology
SOC 485 Sociological Theory
SOC 495 Senior Seminar
and three additional sociology courses.
-
A course of study designed for students
who plan to work in organizational settings including corporate, government, and
non-profit sectors. Students will learn how
organizations are structured, function, and
change, how people relate in organizational settings, and how organizations succeed
and why they sometimes fail. The concentration both theoretically and experientially equips students with skills to effectively
lead and manage organizations, and to succeed within organizations while achieving
their personal career and professional
goals. Courses required beyond the core
major requirements are: Work and Society
(SOC 222), a practicum in Advanced
Organizational Analysis and Development,
and three courses in related fields-one
from BUS 242 or ECO 113, one from
PSY 373 or BUS 340, and one from
SPC 345 or SPC 410. See Professor Lars
Christiansen for advising and visit the
department Web site for details.
Concentration in Organizational
Analysis and Development
This concentration offers sociology
majors an opportunity to examine and
develop the methods and theoretical perspectives used by cultural anthropologists
to study and understand the dynamics of
culture. To complete the concentration, the
sociology major must complete five additional courses beyond the seven core
courses. Two of those courses must be
SOC 241 and SOC 499. The remaining
three courses must be selected one each
from three course groupings: World
Cultures, Anthropological Research, and
Theoretical perspectives. See Eric
Buffalohead for advising and visit the
department Web site for details.
Concentration in Cultural
Anthropology
256 Sociology
To complete departmental honors in
sociology and graduate with distinction
from the college, the student must have a
minimum GPA of 3.5 in the major and
overall. In addition, students must: (1)
successfully complete an internship, independent study, or cooperative education
experience; (2) submit a portfolio including an honors essay and completed papers
and projects. See department chair and
website for specific requirements. An appli-
Departmental Honors/Craduation
with Distinction
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure Major
The intent of the social psychology
concentration is to provide sociology
andlor psychology students with a solid
disciplinary foundation along with specific
coursework to strengthen a cross-disciplinary social psychological perspective.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in law, consulting, research, and
social policy, as well as many other areas.
In addition to the seven required sociology
major courses, students must take:
PSY 105, PSY 325, SOC 399, and PSY 491.
See James Vela-McConnell for advising and
visit the department Web site for details.
Concentration in Social Psychology
Introduction to Human Society
What is society and how does it make us who we are? Sociology offers insights
into discovering the world and one's place in it. Course study focuses on an
understanding of culture, social structure, institutions, and our interactions
with each other. (Fall, spring)
Community and the Modern Metropolis
How is community possible in the context of multicultural, social, and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this theme.
(Fall, spring)
Work and Society
Through a sociological analysis of the social and technical organization of
work in capitalist society, this course explores the various meanings of work,
the work ethic, the functions and schools of management, social relations at
work, and the character of past and contemporary occupations and industries.
Family Systems: A Cross-Cultural Perspective
The term family is a universal concept, yet its membership, rituals, and
functions vary dramatically across world cultures and sub-cultures in the
United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modem cultural and social
patterns. (Fall, spring)
Foundations of Cultural Anthropology
Course objectives include giving students an understanding of anthropological
methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring)
Race, Class and Gender
Who gets what, when, and how? Individuals and groups from diverse
backgrounds-race, ethnicity, class, gender, and sexuality-receive unequal
portions of wealth, power, and prestige in our society. This course focuses
on both the collective and individual processes involved in social inequality.
(Fall, spring)
SOC 21 1
soc 222
SOC 231
SOC 241
SOC 265
Five courses including SOC 121 and at
least two upper division courses taken at
Augsburg College. Students are required to
have at least a 2.0 GPA in courses counting
toward the minor.
Minor
SOC 121
cation for departmental honors/graduation
with distinction must be completed by
spring of the junior year. Successful completion of
honors in socioloqualifies
the student for
gy
graduation with distinction from the college.
Sociology 25
Cultures of Violence
What are the dynamics underlying different forms of violence? This course
takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives to conflict. (Offered on
rotating schedule)
SOC290
Organizational Theory
What is the nature of these modem organizations in which we spend so much
of our daily lives? Organizations as corporate actors are analyzed with respect
to their goals, culture, technology and structure, as well as corporate deviance.
(Prereq.: SOC 121 or consent of instructor. Spring)
Religion and Society
An examination of the interaction of religion and society in tenns of sociological analysis with particular emphasis on contemporary sociological research on
religious movements and institutions in American society. (Prereq.: SOC 121
or consent of instructor. Fall)
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the
social sciences; as such, it provides a foundation for understanding quantitative analysis-be it in an academic journal or a daily newspaper. (Prereq.:
MPG 3. Fall)
Research Methods
Good research40 you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis.
(Prereq.: SOC 362 or consent of instructor. Spring)
Social Psychology
How does society construct the individual? How does the individual construct
society? This course analyzes the dynamic tension between the self and
society, as well as the major questions, issues, perspectives, and methods of
the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring)
The City and Metro-Urban Planning
Emphasis centers on alternative theories and approaches to planning and
shaping metropolitan areas. Readings, simulations, outside speakers, and walking research field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring)
SOC 349
SOC 360
SOC 362
SOC 363
SOC 375
SOC 381
SOC 300, 301, 302, 303, 304 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests that
are not satisfied by regular course offerings. (Prereq.: consent of instructor)
Introduction to Criminology
What do we know about crime in American society? How can we explain
crime sociologically? Topics include: theories and patterns of crime, police,
courts, corrections, and criminal policy. (Fall)
SOC 277
258 Sociology
-
Topics: Senior Seminar
This capstone experience provides the opportunity for majors to integrate the
sociology program and general education, develop an understanding of the
applied value of sociology, and articulate a sense of vocation and professional
identity. Pass/No Pass grading. Seniors only. (Spring)
SOC 495
Directed Study
See description on page 92.
lnternship
See description on page 91.
lndependent Study-Metropolitan Resources
An independently designed course a student (or group of students) develops,
making extensive, systematic, and integrated utilization of resources available
in the metropolitan community, supplemented by traditional College
resources. (Prereq.: SOC 121 or 211 andfor consent of instructor. Fall, spring)
lndependent StudyIResearch
See description on page 92. (Prereq.: SOC 121, consent of instructor and
department chair. Fall, spring)
SOC 299
SOC 399
SOC 498
SOC 499
See listing under Modem Languages.
SPANISH
lnternship
See description on page 91.
SOC 199
Internships and Independent Study Courses:
Modern Sociological Theory
An examination of the major theoretical traditions within sociology, tracing
the course of their development in the 19th and 20th centuries. (Prereq.:
Two courses in sociology including SOC 121 or consent of instructor. Fall)
SOC 485
Social Problems Analysis
How do social problems develop? What can be done about them? This course
engages the sociological imagination in an attempt to draw connections
between micro-level analysis and macro-level analysis, linking our own private
troubles with public issues. (Prereq: Soc 121 or consent of instructor)
Sociology 259
O
Speech/Communication and Theatre
Arts Faculty
Martha Johnson (Chair), Julie Bolton,
Michael Burden, Darcey Engen, Robert
Groven, Daniel Hanson, David Lapakko,
Deborah Redmond
Prospective majors should meet with a
departmental adviser as early as possible to
design an approved major program, preferably by the end of the sophomore year.
The Augsburg communication major
focuses on competency in both speech and
writing, as well as effective use of media.
Since the study and practice of communication is grounded in both the humanities
and the social sciences, majors are encouraged to include such related subjects as
aesthetics, ethics, philosophy, logic, literature, statistics, and research methods in
their programs.
Since communication careers demand a
broad educational background, the department strongly encourages a second major
or two minors in fields such as business,
economics, English, history, international
relations, political science, psychology, religion, social work, sociology, or theatre arts.
ur quality
.
. of life, both personally
and professionally, depends in large part
upon the quality
of our communication. A
.
.
communication major at Augsburg is
designed to enhance understanding of
communication in a variety of contexts
and to improve communication skills.
Five additional electives from the following:
SPC 329, SPC 345, SPC 399, SPC 495, SPC
499; THR 350, THR 360; BUS 301. BUS
302; PHI 120, PHI 241, PHI 260; POL 380,
POL 326, POL 342, POL 370, POL 375;
PSY 325, PSY 371; REL 383; SOC 362,
SOC 363
Professional Communication Studies
Emphasis
Required of all communication majors:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
SPC 188 Forensics Practicum
(non-credit)
SPC 321 Business and Professional
Speaking
or THR 350 Voice for Speech, Stage, and
Screen
or THR 360 Interpretive Reading
SPC 351 Argumentation
SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 355 Small Group Communication
One of the following: ENG 223, 225,
226,227
12 courses overall-seven required core
courses and five courses within one of
seven emphases. For transfer students, at
least six of these 12 courses must be upper
division courses offered at Augsburg.
Communication Major
BACHELOR OF ARTS
Five electives from: BUS 242, 340, 440;
INS 325; MIS 175,379; PSY 373; SOC 349;
SPC 329,345,399,410
Supervisory Management Emphasis
Five electives from: INS 325; PSY 373,485;
SOC 231,265,349,375; SPC 329,345,
399,410,480
Human Relations Emphasis
Five electives from: BUS 252, 352, 355,
357,450; SPC 329,399,410,480; POL
342
Marketing Communications Emphasis
Five electives from: ART 132, 224, 225;
BUS 242,252,355; MIS 379; PSY 373;
SOC 349; SPC 345,399,410,480; POL
342
Students interested in this emphasis are
strongly urged to take ENG 227
Journahsm as part of the major.
Public Relations and Advertising
Emphasis
Mass Communication and journalism
Emphasis
Five electives from the following: SPC 343,
347,348,399,495,499; ART 132,225,
330; ENG 226,227,241,327,347; POL
342,375; THR 232,325,350,360;
SPClTHR 333
Five additional electives from the following: SPC 329,345,399,410,480,495,
499; ART 132,225,330; SPC 345; BUS
340,355 or 450; CSC 160; INS 325; PSY
325,371,373; SOC 265,349,375
Organizational Communication
Emphasis
The honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific project of special interest to the student.
Honors majors must maintain a 3.5 GPA in
the major and a 3.0 GPA overall, and, as
part of their major program, complete a
substantial independent project of honors
quality (SPC 499 registration). Honors
candidates should meet with their departmental adviser prior to their senior year to
develop a proposal for the honors project.
Departmental Honors
Students may petition the department
to include as part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the departmental adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or depament chair.
All day majors should plan to include
at least one internship (SPC 399) as one of
their electives.
We encourage all majors to participate
in Augsburg's interscholastic forensics program. Day students are required to attend
at least two interscholastic speech tournaments. Registering for and completing SPC
188 (Forensics Practicum) is required to
document participation. Students should
be aware that the tournament season is
essentially from October through midMarch, and should plan schedules accordingly
For All Seven Emphases
Option #2: A 20 page research paper with
complete documentation (using M U
Handbook as a style sheet)
Option #1: A 30-40 page research paper
with complete documentation (using M U
Handbook as a style sheet)
The project must result in one of the following options:
Criteria for project: the graduation with
distinction project must:
be centered on a topic in the SCT majors
be original and distinguished "by depth
of insight, by thoroughness of research,
by creativity;"
build on previous coursework in the
major as well as demonstrate proficiency
in General Education graduation skills of
writing, critical thinking, and speaking;
have an outcome made public through
public forum, symposium or performance;
result in the product or copy of the product retained by the college and archived
in the library
Eligibility: Students graduating with distinction in SCT must:
be a senior
maintain a 3.5 GPA in the major;
maintain a 3.5 GPA overall;
complete an individual project that is
departmentally approved according to
departmental criteria for graduation with
distinction;
have appropriate coursework for this
project;
register for 499 either in the fall or
spring of their senior year.
Please consult with your department
adviser regarding guidelines and procedures.
Graduation with Distinction
Six courses including:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
POL 342 Mass Communication in
Society
or SPC 343 Broadcast Production I
SPC 351 Argumentation
or SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 345 Organizational Communication
or SPC 355 Small Group Communication
ENG 223,225,226 or 227
Communication Minor
Note: The department will make
attempts to provide some budget and
resources (equipment, space) for graduation with distinction candidates on a firstcome, first-serve basis. However such
arrangements must be made early and are
purely up to discretion of the department,
depending on resources available at the
time. Availability of equipment, supplies,
budget and other resources cannot be guaranteed.
AND:
the carrying out of a substantial directing
project with a director's notebook, or
the execution of a substantial stage or
lighting design project including design
renderings and models, or
the execution of a substantial acting
recital including role analyses; notebook,
or
the execution of a substantial video or
film project including video scripts, story
boards of video/film project
Contest Public Speaking
Theory and practice of speaking in formal contest situations. Students must
attend three interscholastic speech tournaments in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate,
speaking to entertain, andlor communication analysis. (Note: Students may
take either SPC 111 or 112 for credit, but not both.)
Forensics Practicum
SPC 112
SPC 188
SPC/THR 216 Introduction to 16 mm Film
This course demonstrates the basics of 16 mm. filmmaking. The student will
make short films that demonstrate the art and process of shooting in B/W.
A non-credit experience in forensics. Students must attend two interscholastic
forensics tournaments between October and March. (Fall, spring)
Public Speaking
The course focuses on speech preparation, organization, audience analysis,
style, listening, and overcoming speech fright. (Note: Students may take either
SPC 111and 112 for credit, but not both. Fall, spring)
This major, which includes secondary
education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools
and allows them to become licensed to
teach at the middle school through the secondary level. Recommendation for teacher
licensure is granted only to students who
complete the requirements for this program with a minimum grade of 2.0 in
major courses and with a minimum cumulative GPA of 2.5 in the major. All requirements in the major must be completed
prior to student teaching. The course
requirements for this program are listed in
the Department of English section of the
catalog.
Communication Arts/Literature
Teacher Licensure Major
SPC 111
Note: For transfer students, at least
three of these six courses must be upper
division courses offered at Augsburg.
Prospective minors must obtain prior
approval from a communication faculty
adviser.
Plus one of the following:
SPCJTHR 295 Topics: Screenwriting
THRIENG 325 Playwriting
THR 328 Stage Design
SPC 347 Documentary Video
SPC 348 Broadcast Production I1
THR 366 Stage Direction
Six courses including:
ENG 241 Introduction to Cinema Art
SPCJTHR 216 Introduction to 16mm Film
SPCJTHR 333 Acting for Camera
SPC 343 Broadcast Production I
SPCJTHR 420 Issues in Contemporary
Cinema
Film minor
Business and Professional Speaking
This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Fall: alternate years)
Intercultural Communication
This course explores advanced issues in public address including delivery and
performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility The class uses a series of speeches, ranging
from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students' speaking skills. (Prereq.: SPC 111 or
112)
SPC 352
SPC 351
SPC 348
SPC 347
SPC 345
SPC 343
Examination of the process of influence in a variety of social contexts, paying
special attention to the psychological aspects of persuasion. (Prereq.: SPC 111
or consent of instructor. Spring)
Persuasion
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze
public arguments that confront students in their everyday lives. (Prereq.: SPC
111 or consent of instructor. Fall)
Argumentation
This course combines studio and field production with special emphasis on
post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.:
SPC 343 or 347)
Broadcast Production II
A video production course that integrates lecture and criticism with hands-on
experience dealing with non-fiction subjects.
Documentary Video
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation
of employees, organizational culture, effective use of meetings, and sources of
communication problems. (Fall alternate years)
Organizational Communication
Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken
concurrently with THR 333. (Fall)
Broadcast Production I
An exploration of acting principles and techniques as it enhances and applies
to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. Students are strongly encouraged to take SPC 343 concurrently or prior to taking this course. Alternate
years. Prereq: THR 232
SPCITHR 333 Acting for Camera
SPC 329
SPC 321
Interpersonal Communication
The Self and the Organization
Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the
social contract between the individual and the organization in a changing
world. Collateral readings, open dialogue, and individual projects. (WEC only)
,A
leadership styles and conflict management. (Spring)
A study of g o u p dynamics and leadership with emphasis on decision making,
Small Croup Communication
messages; emphasis on factors that build relationships and help to overcome
communication barriers. (Spring)
A study of the dynamics of human interaction through verbal and non-verbal
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
SPC 495
lnternship
See description on page 91.
Directed Study
See description on page 92.
lnternship
See description on page 91.
Independent Study/Research
See description on page 92.
SPC 199
SPC 299
SPC 399
SPC 499
Internships and Independent Study Courses.
Public Relations/PromotionaI Communication
Public relations in the modem world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only)
SPC 480
SPC/THR 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today Our purpose is to help students both
contextualize the cinema they see in appropriate and insightful ways; and to
provide a sophisticated critical apparatus to help them read film as texts and
to interpret the cinema's larger societal value and impact. (Prereq: ENG 241
and JR/SR standing)
SPC 410
SPC 355
SPC 354
See department listings for the following
approved electives:
ART 132
ART 224
ART 225
ART 330
BUS 242
BUS 252
BUS 340
BUS 352
BUS 355
BUS 440
BUS 450
CSC 160
ENC 226
ENC 241
ENC 347
INS 325
MIS 379
PHI 120
POL 342
POL 375
PSY 325
PSY 371
PSY 373
PSY 485
SOC 231
SOC 265
SOC 349
SOC 362
SOC 375
THR 232
THR 325
THR 350
THR 360
T
In addition to learning skills specific to
theatre, students in theatre arts learn valuable skills applicable to other professions:
collaboration, verbal and non-verbal communication, organization, critical thinking,
leadership, creativity, and self-expression.
Involvement in theatre arts can help prepare students for such careers as law, education, business, communication, and jour-
Augsburg's location in the heart of a
major theatre center makes it an ideal
place to study theatre. At Augsburg we
seek to create every opportunity for students to grow both as theatre artists and
scholars, by encouraging connections
between our campus and the greater arts
community while also exploring connections between theory and application.
Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring
visiting theatre professionals from the Twin
Cities community who work closely with
students,) and attendance at numerous
professional productions in the Twin
Cities. Augsburg theatre productions are
treated as unique learning laboratories
where students can enter into creative collaboration with faculty and professional
artists-in-residence.
he study of theatre is firmly
grounded
. in the liberal arts, integrating knowledege
and principles from many academic and
artistic disciplines, including speecWcommunication, art, music, history, English,
literature, business, philosophy, and religion. Both the curriculum and dramatic
productions by the Theatre Arts Program
offer valuable cross-disciplinary connections for the campus while also providing
a solid base in classical, modern, contemporary, and multicultural theatre.
Ten theatre practicum units distributed as
follows: 1-5 Practicum Units in the performance area from THP 111 or THP118; 4-8
Practicum Units in the production area
from THP 112, THP 113, THP 114, THP
115 or THP 116; 1-2 Practicum Units in
the artistic area from THP 117, THP 119 or
THP 120.
Two electives from:
THR 116 Creative Drama
THR 350 Voice for Speech, Stage, and
Screen
THR 360 Interpretive Reading
THR 365 Advanced Acting
Eight core courses:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 328 Theahical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
I1
THR 366 Stage Direction I
Ten THR courses-eight required core
courses and two courses chosen from THR
electives, plus 10 theatre practicum units
taken as THP courses.
Theatre Arts Major
BACHELOR OF ARTS
nalism, as well as prepare theatre students
for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the
workplace, the department strongly
encourages a second major or minor in
such fields as speecWcommunication, art,
English, education, music, or religion.
Designed to encourage overall excellence as well as outstanding achievement
on a specific project of special interest to
the student. Honors majors must maintain
a 3.5 GPAin the major and a 3.0 GPA
overall and, as part of their major, complete a substantial independent project of
honors quality (THR 499). Honors candi-
Departmental Honors
Majors must participate in two out of
three dramatic productions every year.
Students must maintain an overall 2.0 GPA
to have major participation in productions.
Note: Some courses are offered alternate years only.
Freshmen planning to major in theatre
arts should begin with courses THR 116,
222, 232; sophomores: THR 228, 245, 361,
362; juniors: THR 325,328,350,360,361,
365; seniors THR 365,366.
Unless you are a transfer student, all
eight core courses must be taken at
Augsburg; therefore, careful, early planning
is required.
Students may take a maximum of 13
credits in the major.
The following cross listed and capstone
courses are encouraged, but not required:
THRIMUS 235 Skills of Music Theatre
THRENG 325 Playwriting
THRISPC 333 Acting for the Camera
THR 399 Internship
THR 499 Independent Study
THR 002 or 005 is recommended to fulfill
one of the lifetime sports requirements.
Please note that all Theatre Practicum
courses count as one theatre practicum
unit except for THP 116, Stage
Management (3 practicum units) and THP
115 Assistant Stage Managements (2
practicum units), because of the exceptional time requirement of these two practicum
areas.
Theatre Arts
Plus one of the following:
SPCITHR Topics 295: Screenwriting
THRENG 325 Playwriting
THR 328 Stage Design
SPC 347 Documentary Video
SPC 348 Broadcast Production I1
THR 366 Stage Direction
Six courses including:
ENG 241 Introduction to Cinema Art
SPCrrHR 216 Introduction to 16mm Film
SPC 343 Broadcast Production I
THRISPC 333 Acting for Camera
SPCrrHR 420 Issues in Contemporary
Cinema
Film Minor
Five theatre practicum units including
THP 111plus 4 theatre practicum units
from THP 112, 113, 114, 115, or 116. See
note above about THP 1151116.
Five courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
THR 232 Acting
THR 361 Theatre History Criticism I
or THR 362 Theatre History
Criticism I1
THR 366 Stage Direction I
Theatre Arts Minor
Transfers: Transfer students are
required to take a minimum of three
Augsburg upper division theatre arts
courses.
Please refer to departmental guidelines
and procedures under Speech/Communication.
Graduation with Distinction
dates should meet with their departmental
adviser prior to their senior year to develop
a proposal for the honors project.
11 required theatre (THR) courses (nonpracticum) :
THR 116 Creative Drama
THR 222' Introduction to Theatre
THR 228 Introduction to Stagecraft
This major, combined with secondary
education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of theatre and
dance in public schools and allows them to
become certified to teach at the elementary
through the secondary level. The major is
limited to licensure for teachers of dance
and theatre arts with a theatre specialization and does not include licensure with
dance specialization. All theatre courses
are taught in Day School only. Recommendation for teacher licensure is granted
only to students who complete the requirements for this major with a minimum
grade of 2.0 in major and practicum courses, and with a minimum cumulative GPA
of 2.5 in the major. All theatre requirements must be completed prior to student
teaching. For additional education requirements, see the secondary education section
of this catalog and consult with the education department.
Dance and Theatre Teacher Licensure
Major
Five courses:
THR 222 Introduction to Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism I1
A directed studies course in dramaturgy or
theatre criticism or theatre history
Theatre History and Criticism
Dramaturgy Minor
One recommended, but not required, theatre course:
THR'h4US 235 Skills of Music Theatre
'THR 222 is linked to an AUG SEM course,
but may be taken separately
'THR 295 has the following two prerequisites: THR/HPE, 002, Introduction to
Dance and THR/HPE 005, Modem Dance
and Improvisation (non-credit Lifetime
Sports classes) or an approved ACTC
dance course or consent of instructor.
For secondary education licensure coursework, see the secondary education section
of thls catalog and consult with the education department.
Also required:
ESE 320 Special Methods in Teaching
Theatre and Dance
Five total practicum units:
THP 111, 112, 113, 114 (light board operator); and one of the following: THP 115,
116, 117 (Assistant Director, Choreographer or Assistant Choreographer), or 120.
THR232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 2952 Topics: Modem Dance,
Improvisation and
Choreography
THR/ENG 325 Playwriting
THR 328 Theatre Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
I1
THR 366 Stage Direction
Theatre Arts 26
Creative Drama
A study of theatrical movement, voice, mime, mask, acting with an emphasis
on active participation and reflective writing. Teaching and instructional methods of creative drama are included in course content.
lntroduction to Theatre
An introduction to the art of acting. Focus on physical, mental and emotional
preparation, and exploration of the creative approach to scene and character
study in American drama. Students attend and review live productions. (Spring)
Acting
Introduction to the backstage world of the theatre; its organization, crafts,
magic, and art. Technical production experience, practical projects and theatre
tours. Open to all students. Lab required. (Fall)
lntroduction to Stagecraft
An introduction to dramatic art including major historical periods, plays,
artists; dramatic structure; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall)
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student's basic skills of Music-Theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing,
research, class discussion, exercises, small and large group participation, memorization and public performance. Students will attend and review live productions.
THRIMUS 235 Skills of Music Theatre
THR 232
THR 222
This course demonstrates the basics of 16 rnm. filmmaking. The student will
make short films that demonstrate the art and process of shooting in B/W.
THRISPC 216 lntroduction to 16 mm Film
THR 116
Dance and Improvisation
Students will learn various phrases of movement incorporating floor exercises
and will learn to travel through space using level, volume, and floor pattern.
Improvisational techniques will be introduced and students will create short
improvisational pieces. (Prereq.: THR/HPE 002, 003, or instructor's permission. NOTE: Students are allowed to use only one of THR/HPE 002,003, 004,
or 005 to fulfill the lifetime sports requirement.)
THRIHPE 005 Lifetime Sports-Modern
(.O course)
to Dance (.O course)
This course offers an overview of various exercises and gives an introduction
to a variety of movement styles, cultures of dance, and stretches. Each class
includes a rigorous, physical warm-up, mixing yoga, pilates, and modem
dance.
THRIHPE 002 Lifetime Sports-Introduction
!70 Theatre Arts
Introduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories, and plays of
traditional Asia and Asian American cultures. The course includes lectures,
films, videos, and demonstrations by visiting performers. (Fall: alternate years)
Introduction to scenery and lighting design for the stage. Each student will
execute two design projects dealing with stage design process. Class will take
theatre tours, have visiting designers, and practical involvement with the
Augsburg spring production. (Lab required, materials needed. (Prereq.: THR
228 or permission of instructor. Spring)
Theatrical Design
Voice for Speech, Stage, and Screen
Theatre History and Criticism II
THR 362
An overview of theatre history, dramatic literature, and criticism from the
Elizabethan through the contemporary theatres. Reading of several plays and
attendance at local theatre productions are required. Need not be taken
sequentially with THR 361. (Spring: alternate years)
Theatre History and Criticism I
An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Medieval period. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially
with THR 362. (Prereq.: ENG 111. Fall: alternate years)
Basic principles of oral interpretation of prose, poetry, and drama. Study written analysis, discussion, practice, and performance of readings before small
and large groups. (Prereq.: ENG 111. Spring)
Interpretive Reading
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the
vocal mechanism. Theory and practice are combined in oral projects, reports
and papers, voice tapes, and individual coaching. (Alternate years)
THR 361
THR 360
THR 350
An exploration of acting principles and techniques as it enhances and applies
to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. Students are strongly encouraged to take SPC 343 concurrently or prior to taking this course. Alternate
years. Prereq: THR 232
THRISPC 333 Acting for Camera
THR 328
An introductory course in writing for theatre. Students will learn the basics of
dramatic structure, methods of script analysis and techniques for the development of playscripts from idea to finished product. (Prereq.: ENG 111 and one
literature course. ENG 226 also recommended. Alternate years)
THRIENC 325 Playwriting
THR 245
Theatre Arts 27
Stage Direction
Basic directorial techniques: play analysis, production organization, technical
collaboration, casting, rehearsals, blocking, and characterization. Direction of
two pieces required, the latter for public recital. Permission from instructor
required. (Prereq.: THR 361, or 362, or 328, or consent of instructor. Spring,
alternate years)
THR 366
Theatre Topics
Selected topics in theatre.
Directed Study
See description on page 92.
lnternship
See description on page 91.
THR 299
THR 399
THP courses involve practicum teaching and learning in the 'Ontext of play Productions and are required for the Theatre
Arts Majorminor and the Dance-Theatre
Licensure Major. All THP Theatre
Practicum Courses are taken for non-credit
with Pass/No Pass grading. Evaluation by
the faculty mentor will be based on: 1. successful and timely completion of practicum
area for which student is registered, 2. pos-
THP courses require:
' Supervision by theatre faculty
' C ~ n ~ eof
n tinstructor
itive and professional attitude and work
ethic demonstrated by the student and 3.
demonstrated competency in practicum
area. The positive evaluation of each of the
areas must be sufficient enough to lead to a
minimum grade of 2.0 in order to receive a
P grade.
Independent StudyIResearch
See description on page 92.
lnternship
See description on page 91.
THR 199
Internships and Independent Study Courses:
THR 495
THRISPC 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both
contextualize the cinema they see in appropriate and insightful ways, and to
provide a sophisticated critical apparatus to help them read films as texts and
to interpret the cinema's larger societal value and impact. Prereq: ENG 241
and JWSR standing
Advanced Acting
This course explores the elements of characterization through character analysis and extensive scene, monologue study. Emphasis is on a variety of roles
from the classics (Shakespeare, French neocl&sicism,~estorationcomedy, realism, and non-realism), culminating in public recital. (Prereq.: THR 222 and
THR 232. Fall or spring)
THR 365
!72 Theatre Arts
Theatre Practicum: Acting/Performance
1 Practicum unit (.O course)
Participation as performer (or as orchestra member) in a main stage theatrical
production; in a main stage dance performance or recital (for DancdLicensure
majors only); or substantial participation as an actor in a Senior Directing
Project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at 2 Forensics tournaments (at least 20 hours coaching and competition).
Theatre Practicum: House Management
1 Practicum unit (.O course)
Substantial participation (20 hour minimum) in house management, ushering,
or box office.
Theatre Practicum: Set, Lights, Costumes
1 Practicum unit (.O course)
Set or costume building, light hanging, for main stage production.
Theatre Practicum: Running Crew
1 Practicum unit (.O course)
Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes
from Stage Direction class.
Theatre Practicum: Assistant Stage Management
2 Practicum units (.O course)
Assistant stage management for main stage production.
Theatre Practicum: Stage Management
3 Practicum units (.O course)
Stage management for main stage production.
THP 112
THP 113
THP 114
THP 115
THP 116
tively because of the extraordinary
amount of time required of the student.
All other THP courses count as one
practicum unit each.
Transfer students are still responsible for
the full unit requirements (10 major/5
minor.) Six practicum units (major) or
three units (minor) must be completed
while at Augsburg, and units to be credited from previous schools should have
program verification or a letter from a
previous theatre adviser.
THP 111
Please note:
THP courses may be repeated.
Crew work required for classes/coursework does not count towards Practicum.
Work-study hours do not count towards
Practicum.
Completion of THP 115 and 116 count
as two and three practicum units respec-
A minimum of 20 hours of assessed participation by the student
Registration for THP course for semester
when practicum is completed
Registration for practicum before deadline dates set by the registrar's office
Theatre Arts 27
-
Theatre Practicum: Senior Directing Project
1 Practicum unit (.O course)
Must be taken with THR 499.
See Metro-Urban Studies listing under Interdisciplinary Studies.
URBAN
STUDIES
THP 120
Theatre Practicum: Senior Design Project
1 Practicum unit (.O course)
Must be taken with THR 499. A senior design project may be done in the area
THP 119
of scenery or lights in collaboration with another student's Senior Directing
Project if the student carries the design project out as a THR 499TTHP 119
combination.
Theatre Practicum: Senior Acting Recital
1 Practicum unit (.O course)
Must be taken with THR 499.
Assistant to the designer (scenery, lights, costumes, sound), assistant to the
director (dramaturgy, choreography/assistant choreography for main stage production).
Theatre Practicum: Artistic Assistance
1 Practicum unit (-0 course)
THP 118
THP 117
274 Theatre Arts
Cass Dalglish (Coordinator),Kristin M.
Anderson, Janelle Bussert, Candyce
Clayton, Jacqueline devries, Grace B.
Dyrud, Darcey Engen, Doug Green, Milda
Hedblom, Sophia Jacobsen, Barbara
Lehrnann, Lynne Lorenzen, Anita
Luttennan-Aguilar, Kathleen McBride,
Norma Noonan, Michael O'Neal, Timothy
Pippert, Judy Shevelev, Beverly J. Stratton,
Kathryn Swanson,Joan Thompson, James
Vela-McConnell
Women's Studies Faculty
The Women's Studies Program offers
both a major and a minor, and provides
students with academic preparation for
careers in human services, education, and
social work as well as graduate study.
he Women's Studies Program provides students with the oppo&nityto
examine critically women's contributions
and experiences in various historical and
cultural contexts. his is an inter-college
program with course offerings at Augsburg
College, Hamline University, the College of
St. Catherine, and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus
not only on gender, but also acknowledge
that race, class, and sexual identity are crucial aspects of women's experiences.
T
Five courses that must include WST
201; three electives, one of which must be
upper division; and WST 495 or 499.
Courses may be taken from the other
ACTC colleges as well as Augsburg. Each
student's program must have the written
approval of the women's studies program
coordnator.
Minor
Both majors and minors are encouraged
to participate in one of the gender-focused
semester study abroad programs offered
through Augsburg's Center for Global
Education. Two programs have been preapproved for women's study credit:
Crossing Borders: Gender and Social
Change in Mesoamerica (offered fall
semester) and Gender and the
Environment: Latin American Perspectives
(offered spring semester).
Ten courses that must include WST 201
Foundations in Women's Studies, WST 495
(Seminar), and WST 199 or WST 399
(internships). The remaining seven electives are to be selected from approved
women's studies courses, and should
include at least two courses in the social
sciences, two in the humanities, and one in
cross-cultural studies. At least three courses must be upper division courses.
Students may take courses at any of the
colleges participating in the Women's
Studies Program. However, at least three
courses must be completed at Augsburg.
The writing component of the graduation
skills requirements for the women's studies
major must also be completed at Augsburg.
Each student's program must have the
written approval of the women's studies
program coordinator.
Major
Foundations in Women's Studies
WST 481
WST 366
WST 359
WST 341
INS 320
WST 313
Gender, Health, and Development
WST 311
in Latin America
Topics in Women's Studies
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
The Church and Social Change in Latin America
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
Women in Comparative Politics-Women
(CGE Course. See International Studies, Social and Environmental Justice in
Latin America.)
Environmental Issues in Latin America: Environmental Politics
(See American Indian Studies for course description.)
American Indian Women
(CGE Course. See International Studies, Social and Environmental Justice in
Latin America.)
Environmental Issues in Latin America: Environmental Theology
and Ethics
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
Topics in Women's Studies
U.S. culture including various disciplinary perspectives and theory. The course
includes guest speakers, a service-learning component at local glbtlsupporting
agencies, and some travel and experiences in the T e n Cities, including an
immersion experience outside of class time. Required experiential education
fee. Prerequisites: WST 201 or prior coursework in related fields (history, sociology, psychology) or consent of the instructor(s).
A study of basic issues surrounding sexual orientation in the contemporary
lssues in Cay and Lesbian Studies
This course will examine a variety of issues concerning the lives of women in
non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures.
Women: A Cross-Cultural Perspective
This multidisciplinary course introduces students to the contributions of
women in history, religion, literature, philosophy, sciences, and the arts, and
how the questions and methodologies of these disciplines differ when seen
from women's perspectives. Students will also study the diversity of women's
experiences in terms of race, sexual orientation, and class.
WST 281
WST 305
INS 233
WST 201
276 Women's Studies
Women's Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and minors
who do not elect to do an independent study (499). It is offered at a different
college each year.
lnternship
See description on page 91.
Independent Study/Research
See description on page 92.
WST 399
WST 499
Women and Art
Women and Fiction
Criticism
Topics in Women's History
History of Women t o 1870
History of Women Since 1870
Human Sexuality
American Women and Politics
Topics in American Politics
Topics in Comparative Politics
Psychology of Gender
Family Systems
Gender, Race, and Ethnicity
Feminism and Christianity
ART 352
ENC 236 or
436
ENC 480
HIS 311
HIS 380
HIS 381
HPE 316
POL 124
POL 421
POL 459
PSY 371
SOC 231
SOC 265
REL 441
See department listingsfor descriptions of thefollowing approved electives:
Any must be approved in writing by the women's studies coordinator
Directed Study
See description on page 92.
WST 299
Internships and Independent Study Courses:
WST 199
lnternship
See description on page 91.
WST 495
women's Studies 277
1
Campus Maps - 301,302
Faculty Emeriti - 298
Faculty and Administration - 282
Officers - 282
Administration - 282
Faculty - 284
ELCA, Division for
Education - 281
Board of Regents - 280
Treasurer
Ron Nelson '68
Vice Chair
James E. Haglund
"Philip Sty'lmd '79 (2006)
MVP-Channels, ADC Telecommunications,
Minneapolis, MN
Dean C. Kopperud (2004)
Senior Vice President, National Sales:
Director for Oppenheimer Funds, New
York, NY
"Jean M. Taylor '85 (2006)
President, ~ a ~ l Corporation,
or
Eagan, MN
Glen J. Skovholt (2006)
President, Government and Community
Strategies, St. Paul, MN
*Dr. Ruth Johnson '74 (2006)
Assistant Professor of Medicine, Mayo
Clinic; Mayo Breast Clinic, Rochester, MN
David J. Larson (2002)
Retired Businessman, Golden Valley, MN
*Glen E. Person '47 (2005)
Retired Businessman, Eden Prairie, MN
Ronald J. Peltier (2004)
President and CEO, Edina Realty Home
Services, Edina, MN
*Ronald G. Nelson '68 (2002)
Vice President and Controller, 3M
Company, Minneapolis, MN
*Julie R. Nelson '83 (2002)
Executive Director, The Dwight D.
Opperman Foundation, Minneapolis, MN
Jennifer Martin (2007)
Senior Vice President Corporate and
Human Resources, Lutheran Brotherhood,
Minneapolis, MN
Rev. Jose Antonio Machado (2004)
Pastor, El Milagro, Minneapolis, MN
Gloria C. Lewis (2005)
Director, Office of Minority and
Multicultural Health, Minnesota
Department of Health, St. Paul, MN
Beverly Thompson Hatlen (2005)
Founder and Board Chair, Minnesota Life
College, Richfield, MN
James E. Haglund
PresidentIOwner, Central Container
Corporation, Minneapolis, MN
"Michael R. Good '71 (2007)
Executive Vice President, NRT, Parsipanny,
NJ
,
*H. Theodore Grindal'76 (2002)
AttorneyFartner, Lockridge Grindal Nauen
EL.L.P, Minneapolis, MN
Michael 0.Freeman (2006)
Attorney, Lindquist & Vennum,
Minneapolis, MN
*Tracy Lynn Elftmann '81 (2002)
President, Customized Employer Solutions,
LCC, Edina, MN
*Rev. Gary E. Benson '70 (2002)
Directing Pastor, Zumbro Lutheran
Church, Rochester, MN
The year in parentheses after each name is the expiration date of current term. An asterisk
before a name indicates the person is an Augsburg graduate.
Secretary
Joan Volz '68
Chair
Kathryn H. Tunheim
*Joan L. Volz '68 (2006)
Welch, MN
Rev. Harold Usgaard ex oficio (2002)
Bishop, Southeastern Minnesota Synod
ELCA, Rochester, MN
Executive Director
Leonard G . Schulze
Secretary, Board of Directors
Dr. Dean Baldwin
Chair, Board of Directors
Raymond E. Bailey
Asst. Director for Colleges and
Universities
Sue Edison-Swift
Director for Colleges and Universities
Dr. Arne Selbyg
Director for Administration and
Planning
Vacant
DIVISION
FOR HIGHER
EDUCATIONAND SCHOOLS
THEEVANGELICALLUTHERAN
CHURCH
IN AMERICA
(ELCA)
Kathryn H. Tunheim (2004)
President and General Manager, GCI
Tunheim, Minneapolis, MN
"Dr. P. Dawn Taylor '78 (2002)
Des Moines, IA
Board of Regents 28
Came Carroll (1997). Co-director, Weekend College Admissions. B.A., Hamline
University.
Peggy Cemto (1991). Director of Academic Enrichment. B.A., University of Minnesota;
M.A., Hamline University.
Emiliano C h a d (2000). Director, HispanicLatino Student Services. M.A., St. Paul
Seminary School of Divinity-University of St. Thomas.
Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College;
M.A. University of Minnesota; Ph.D.; University of Washington.
Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College.
Robert Doljanac (1999). Director, Center for Learning and Adaptive Services. B.A., Indiana
University; M.A., Western Michigan University; Ph.D., University of Michigan.
Barbara A. Edwards (2000). Associate Dean for Faculty Affairs. Associate Professor of
Business Administration. B.A., College of Saint Benedict, M.B.A., Ph.D.,
University of Minnesota.
Marilyn E. Florian (1980). Women's Athletic Director. Assistant Professor of Health and
Physical Education. B.A., Augsburg College; M.S., St. Cloud State University.
Ann L. Garvey (1998). Associate Dean for Student Affairs. B.A., College of St. Catherine;
M.A., Loyola University;J.D., University of Minnesota.
Orval J. Gingerich (2001). Associate Dean for International Programs. B.A., University of
Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia.
Paul H. Grauer (1979). Men's Athletic Director. Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska;
M.A., Ph.D., University of Minnesota.
Administration
William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of
Washington.
Richard S. Adamson (1989). Vice President for Finance and Administration. B.A.,
University of St. Thomas; Certdied Public Accountant.
Christopher W. Kirnball (1991). Vice President for Academic and Learning Services and
Dean of the College. Associate Professor of History. B.A., McGill University; M.A.,
Ph.D., University of Chicago.
Susan J. Klaseus (2001). Vice President for Institutional Advancement and Community
Relations. B.A., Metropolitan State University; M.P.A., John F: Kennedy School of
Government, Haward University; M.A., Hamline University.
Thomas E Morgan (1983). Vice President for Enrollment and Market Development.
Professor of Business Administration. B.S., Juniata College; M.B.A., University of
Denver; M.S., University of Oregon; Ph.D., University of Minnesota.
Betty A.Wade (2000). Chief Operating Officer. Director of Human Resources. B.A., M.P.A.,
Hamline University.
Officers of the College
Beginning year of service of faculty is indicated with parenthesis.
AND
Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D.,
L.P., University of Minnesota.
Herald A. Johnson (1968). Director, Financial Aid. B.A., Augsburg College.
Daniel E Jorgensen (2000). B.A., M.S., South Dakota State University.
Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of
Southern California.
Adrienne Kaufmann (2000). Program Director, Academic Program Development, Center
for Global Education. B.S., Mundelein College; M.A., Antioch University; Ph.D.,
George Mason University.
Benjamin G. Kent (1996). Director, Academic Advising. B.A., University of WisconsinMadison; M.S., University of Oregon.
Ann M. Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens
Point; M.S., Ohio University
Liz Knight (1994). Co-director, Weekend College Admissions. B.A., Augsburg College.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A.,
St. Pius X Seminary; M.A., Mt. St. Mary Seminary.
Ann Lutterman-Aguilar (1993). Co-site director, Mexico, Center for Global Education.
B.A., Earlham College; M.Div., Yale University.
Janeen McAllister (2001). Program Director, International Travel Seminars, Center for
Global Education. B.A., Macalester College, M.A., University of Minnesota.
Kathleen McBride (1988). Co-site director, Central America, Center for Global Education.
B.A., George Mason University; Ed.M., Harvard University.
Regina McGoff (1992). Director of Marketing and Administration, Center for Global
Education. B.S., University of Minnesota; M.B.A., University of St. Thomas.
Phoebe Milliken (2001). Acting site director, Namibia, Center for Global Education. B.A.,
Bates College; M.A., George Washington University.
Barbara E Nagle (1998). Director, Marketing. B.S., Ohio University.
Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A.,
University of Minnesota.
Julie A. Olson (1991). Director, Enrollment Center. B.A., Augsburg College.
Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of
Minnesota; M.S., Mankato State University.
Cindy G. Peterson (1981). Director, American Indian Student Services. B.A., University of
Minnesota.
John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English.
B.S., St. John's University; M.A., University of New Orleans; Ph.D., University of
Texas.
Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of
Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas.
Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A.,
University of California at Davis; M.A., Columbia University.
Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University.
Richard J. Thoni (1972). Assistant to the President. Director, Rochester Program. B.A., St.
Olaf College; Ph.D., University of Minnesota.
Augsburg College Administration 28
-
Nancy J. Baker (2000). Consulting Medical Director, Assistant Professor, part-time,
Physician Assistant Studies. B.A., St. Olaf College; M.D., University of MissouriColumbia.
Karen G. Ballen (1998). Assistant Professor of Biology. B.A., Kalamazoo College; Ph.D.,
University of Minnesota.
Matthew C. Barber (1992). Studio ArtistRercussion, part-time, Music. B.M., University of
Michigan.
Carol E. Barnett (2000). Studio Artist/Composition, part-time, Music. B.A., M.A.,
University of Minnesota.
Joy E. Bartlett (2000). Assistant Professor of Education. B.A., West Virginia State College;
M.A., University of Minnesota.
B
Phillip C. Adamo (2001). Assistant Professor of History. B.A., SUNY-Albany; M.A. and
Ph.D., Ohio State University.
Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University.
Sandra J. Agustin (1997). Instructor, part-time, Speech, Communication and Theatre Arts.
B.S., University of Wisconsin-Madison.
Beth J. Alexander (2000). Assistant Professor, part-time, Physician Assistant Studies. B.S.
and D.Pharm., University of Minnesota.
Thomas M. Allen (2001). Instructor, part-time, Art. B.EA., Wayne State University; M.EA.,
University of Minnesota.
Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball
Coach. B.A., Augsburg College; M.S., North Dakota State University.
Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestem Seminary.
Sheldon M. Anderson (1988). Instructor, part-time, History. B.A., Augsburg College; M.A.,
College of St. Thomas; Ph.D., University of Minnesota.
Trudi J. Anderson (1990). Studio ArtistFlute, part-time, Music. B.M., Augsburg College;
M.M., Northwestern University.
Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of
Oregon; M.A., Ph.D., University of Wisconsin-Madison.
David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota;
M.Div., Luther-Northwestem Seminar; Ph.D., University of Minnesota.
A
Faculty
Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The
American University.
Donald M. Warren (1978). Director, StepUP Program. B.A., M.A., University of Minnesota.
David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College;
M.Div., Luther Seminary.
Joe Young (1998). Director, Pan-African Center. B.A., University of Minnesota.
284 Augsburg College Faculty
William C. Capman (1994). Assistant Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign.
Tami M. Carpenter (2001). Instructor, part-time, Mathematics. Two B.S. degrees,
University of Minnesota.
C
Aroti G . Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Anthony A. Bibus, 111 (1992). Associate Professor of Social Work. B.A., University of St.
Thomas; M.A., University of Virginia; Ph.D., University of Minnesota.
William I! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State
University.
Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W, University of
Minnesota.
Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Laura S. Boisen (1996). Assistant Professor of Social Work. B.A., Wartburg College; M.S.,
University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University
of Minnesota.
Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
University of Northern Colorado; MIA., University of Minnesota.
Julie H. Bolton (1975). Professor of Speech, Communication, and Theatre Arts. B.S.,
M.EA., University of Minnesota.
Lois A. Bosch (1997). Assistant Professor of Social Work. B.A., Northwestern College;
M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign.
Christine A. Bosquez-Heman (1999). Assistant Professor of Physician Assistant Studies.
A.N., College of St. Catherine; B.H.S., Wichita State University; M.P.A.S.,
University of Nebraska.
Nora M. Braun (1997). Assistant Professor of Business Administration. B.S.B.A., University
of Missouri-Columbia; M.B.A., University of Minnesota.
Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed.,
Boston College.
Eileen M. Bruns (2000). Instructor, part-time, Modem Languages. B.S., M.S., Florida State
University.
Eric L. Buffalohead (1997). Assistant Professor of Sociology, Director of American Indian
Studies. B.A., M.A., A.B.D., University of Minnesota.
Michael R. Burden (1990). Associate Professor of Speech, Communication and Theatre
Arts (Designer and Technical Director). B.A., Augsburg College; M.EA., University
of Minnesota.
Janelle M. Bussert (1995). Assistant Professor of Religion. B.A., Luther College; M.Div.,
Yale University.
Ralph J. Butkowski (2001). Instructor, part-time, Biology. B.S., St. Cloud State University;
M.S., PbD., University of Minnesota.
Marcia M. Byrd (2000). Instructor, part-time, Nursing. A.A., Mount St. Mary's College;
B.S., M.S., University of Minnesota.
Augsburg College Faculty 28
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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.
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Augsburg College Faculty 287
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Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D.,
University of Minnesota.
Meny Beth Gay (1998). Assistant Professor of Nursing. A.L.A., Bethel College; A.N.,
Anoka Ramsey Community College; B.S., Metropolitan State University; M.S.,
University of Colorado.
Annette M. Gerten (1997). Instructor, part-time, Social Work. B.A., College of St.
Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota.
Jennifer L. Gerth (1994). Studio ArtistlClarinet, part-time, Music. B.A., St. Olaf College;
M.M., Northwestern University.
Sandra E Gilbert (1997). Instructor, part-time, Business Administration. B.A., St. Olaf
College;J.D., William Mitchell College of Law.
Keith E Gilsdorf (2001). Assistant Professor of Economics. B.S., Moorhead State
University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln.
Nancy Schmidt Going (2001). Assistant Professor.of Religion. B.A., Valparaiso University;
M.A., Covenant Seminary.
Janet L. Goldstein (1997). Instructor, part-time, Social Work. B.S.W., Hebrew University,
Jerusalem; M.S.W., Yeshiva University.
C
Cherie L. Farseth (2001). Instructor, part-time, Education. B.A., St. Olaf College; M.A.,
College of St. Thomas.
Ronald L. Fedie (1996). Assistant Professor of Chemistry. B.A., University of St. Thomas;
Ph.D., University of Minnesota.
Anita L. Fisher (1991). Instructor of Modem Languages. B.A., M.A., University of
Montana.
Phillip E Fishman (1988). Instructor, part-time, Political Science. B.S., University of
Wisconsin-Madison;J.D., Washington University; M.S.W., St. Louis University.
Richard M. Flint (1999). Instructor, part-time, Mathematics. B.A., St. Olaf College; M.S.,
Iowa State University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Morningside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Stacey R. Freiheit (2000). Instructor, part-time, Psychology. B.A., University of Central
Florida; M.A., Ph.D., Case Western Reserve University.
Janet Gottschall Fried (1998). Studio ArtistNoice, part-time, Music. B.M., Aquinas
College.
Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
Leola E. Dyrud Furman (2001). Instructor, part-time, Social Work. B.A., Augsburg
College; M.S.W., University of Chicago; Ph.D., The Fielding Institute.
288 Augsburg College Faculty
Matthew J. Haines (2001). Assistant Professor of Mathematics. B.A., St. John's University;
M.S., Ph.D., Lehigh University.
Lori Brandt Hale (1998). Assistant Professor of Religioin. B.A., University of Iowa; M.A.,
University of Chicago.
Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMoms; M.S., Ph.D., Iowa State University.
Daniel S. Hanson (1988). Assistant Professor of Speech, Communication and Theatre Arts.
B.A., Augsburg College; M.A., University of Minnesota.
John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of
Wisconsin-Oshkosh; Ph.D., University of Toledo.
Philip L. Harder (2000). Instructor, part-time, Speech, Communication and Theatre Arts.
B.A., University of Wisconsin-Eau Claire.
H
Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of
Nebraska; M.A., Ph.D., University of Minnesota.
Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University;
M.A., University of St. Thomas.
Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of
Minnesota.
Douglas E. Green (1988). Professor of English. B.A., Amherst University; M.A., Ph.D.,
Brown University.
William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Bradley L. Greenwald (1998). Studio ArtistNoice, part-time, Music. Music studies at The
University of Minnesota.
John C . Gregg (2001). Assistant Professor of History. B.A., Stanford University; M.A.,
Ph.D., University of Iowa.
Jeanine A. Gregoire (1996). Assistant Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Modem Languages. B.S., M.Ed.,
University of Minnesota.
Joan L. Griffin (1986). Professor of English. A.B., Washington University; M.A., Ph.D.,
Harvard University.
Robert C . Groven (1997). Assistant Professor of Speech, Communication and Theatre Arts.
B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota.
Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; M.EA.,
University of Minnesota.
Satya I?Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
Augsburg College Faculty 289
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John U. Harkness (2001). Instructor, part-time, English. B.A., University of Minnesota;
Ph.D., Harvard University.
Lee Ann Hartmann (2001). Instructor, part-time, Computer Science. B.A., Augsburg
College.
Kathryn M. Hathaway (1997). Instructor, part-time, Psychology. B.A., Macalester College;
M.A., Ph.D., Northern Illinois University
Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University.
Robert G . Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S.,
M.Ed., University of Minnesota.
Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A.,
J.D., Ph.D., University of Minnesota.
Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities.
B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University;
D.M.A., Manhattan School of Music.
Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A.,
Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University
of Notre Dame.
Angela K. Hochhalter (2001). Instructor, part-time, Psychology. B.A., University of
Minneso ta-Winona.
Stella K. Hofrenning (2000). Assistant Professor of Economics. B.S., University of
Maryland; Ph.D., University of Illinois.
Norman D. Holen (1964). Professor of Art. B.A., Concordia College-Moorhead; M.EA.,
University of Iowa.
David R. Holmes, 111 (2001). Instructor, part-time, Computer Science. B.A., Carleton
College.
Bradley P Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.Phil., Ph.D., Yale University.
Linda M. Holt (2000). Instructor, part-time, Nursing. B.S.N., University of Minnesota;
M.N., University of Washington-Seattle.
James M. Honsvall (1997). Instructor, part-time, Business Administration. B.S., Bemidji
State University; M.B.T., University of Minnesota.
Marilyn B. N. Horowitz (1988). Instructor, part-time, Business Administration. B.A.,
M.B.E., University of Minnesota.
Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M.,
Indiana University.
Sumin Hsieh (1999). Assistant Professor of Social Work. B.A., M.A., Tunghai University,
Taiwan; Ph.D., University of Minnesota.
Lee (Charles L.) Hurnphries (2001). Instructor, part-time, Business Administration. B.M.,
M.M., C.Ph., Indiana University
Mary A. Hunt (2000). Studio Artistmian0 Accompaniment, part-time, Music. B.A., Fort
Wright College of the Holy Names; M.M., Boston University; D.M.A., University
of Wisconsin-Madison.
290 Augsburg College Faculty
Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm.,
University of Cairo, Egypt; M.B.A., University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park
College; B.Music Ed., M.Music Ed., University of Kansas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State
University.
Jane A. Kammerman (1986). Instructor, part-time, Business Administration. B.A.,
University of California;J.D., University of Minnesota.
Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota.
Ashok K. Kapoor (1998). Assistant Professor of Business Administration. B.A., M.A.,
University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple
University.
Robert A. Karlen (1973). Professor of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
W. James Kattke (1999). Assistant Professor of Business Administration. B.A., Augustana
College; M.B.A., University of South Dakota; M.S., Rensselaer Polytechnic
Institute.
Deborah D. Katz (2001). Instructor, part-time, Education. A.B., Stanford University;
Ed.M., Haward Graduate School of Education; Ed.D., National-Louis University
K
Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A.,
Ph.D., University of Southern California.
Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North
Dakota; M.A.Ed., Hamline University.
Rolf A. Jacobson (2000). Assistant Professor of Religion. B.A., University of St. Thomas;
M.Div., Luther Seminary; Ph.D., Princeton Theological Seminary.
Sophia J. Jacobson (1999). Instructor of Sociology (American Indian Studies). B.A.,
Metropolitan State University; M.A., University of St. Thomas.
William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of
Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of
Minnesota.
Kathleen A. Johnson (1999). Instructor, part-time, Education. B.S.. University of
Wisconsin-Eau Claire; M.S., Mankato State University.
Martha B. Johnson (1988). Associate Professor of Speech, Communication, and Theatre
Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison.
Daniel E Jorgensen (2001). Instructor, part-time, English. B.A., M.S., South Dakota State
University.
J
Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
Mark D. Isaacson (1998). Instructor, part-time, Business Administration. B.A., St. Olaf
College; M.S., Rensselaer Polytechnic Institute.
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Augsburg College Faculty 291
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Stephanie L. A. Lach (2001). Instructor, part-time, Nursing. A.A., Rochester Community
College; B.S., Augsburg College; M.B.A., M.S.N., University of Texas-Austin.
Bonita S. LaDuca (1989). Instructor, part-time, Education. B.A., Mercyhurst College; M.S.,
Ohio University.
Steven J. LaFave (1991). Associate Professor of Business Administration. B.A. Michigan
State University; M.A., University of Michigan; M.B.A., University of Minnesota.
David V. Lapakko (1986). Associate Professor of Speech, Communication, and Theatre
Arts. B.A., Macalester College; M.A., PbD., University of Minnesota.
Velma J. Lashbrook (2000). Instructor, part-time, Master of Arts in Leadership. B.S., Iowa
State University; M.S., Illinois State University; Ed.D., West Virginia University.
Barbara A. Lehmann (2001). Assistant Professor of Social Work. B.A., Knox College;
M.S.W., Tulane University; Ph.D., Case Western Reserve University.
Caroline M. Lemen (1991). Studio ArtistFrench Horn, part-time, Music. B.A., Potsdam
College of Arts and Science, SUW, M.M., Northwestern University.
Cheryl J. Leuning (1996). Instructor, part-time, Nursing. B.A., Augustana College; M.S.,
University of Minnesota; Ph.D., University of Utah.
Susan Rector Li (2001). Instructor, part-time, Business Administration. B.S.N., Duke
University; J.D., University of North Carolina.
Dallas H. Liddle (1999). Assistant Professor of English. B.A., Grinnell College; Ph.D.,
University of Iowa.
Lynn E. Lindow (1985). Instructor, part-time, Education. B.S., Mankato State University;
M.S., North Dakota State University; Ph.D., University of Minnesota.
Rosemary J. Link (1986). Professor of Social Work. B.A., University of Southampton;
C.Q.S.W., London University; Ph.D., University of Minnesota.
Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration. B.A., M.B.A.,
Ph.D., University of Minnesota.
L
Anne M. Kaufman (1987). Associate Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Hazel K. (Kathy) Kienzle (1999). Studio ArtistHarp, part-time, Music. B.M., The Juilliard
School; M.M., University of Arizona.
Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College;
M.A., Middlebury College.
Merilee I. H e m p (1980). Assistant Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota.
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S.,
Augustana College; M.A., University of South Dakota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
292 Augsburg College Faculty
Sara G. MacDonald (2001). Instructor, part-time, Music. B.A., Augsburg College.
Sharon B. Mahowald (2001). Instructor, part-time, Psychology. B.S., University of
Wisconsin-River Falls; M.S., Emporia State University; Ph.D., Forest Institute of
Professional Psychology.
David C. Matz (2001). Assistant Professor of Psychology B.A., Bemidji State University;
M.S., North Dakota State University; Ph.D., Texas A & M University.
Paul K. McAlister (2001). Instructor, part-time, Philosophy. B.A., Minnesota Bible College;
M.Div., Lincoln Christian Seminary; Ph.D., Bethel Theological Seminary.
John C. McCaffrey (2000). Assistant Professor of Art. B.EA., University of WisconsinMadison; M.EA., University of Miami-Coral Gables.
Esther G. McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of
California-Berkeley.
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University.
Jane C. Melton (1999). Instructor, part-time, Modern Languages. B.A., Lindenwood
College; M.A., Tulane University.
Laurie H. Merz (2001). Studio ArtistBassoon, part-time, Music. B.M., Eastman School of
Music; M.M., University of Minnesota.
Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A.,
Ph.D., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of
Tunis; M.A., Ph.D., University of Minnesota.
Diane M. Mikkelson (1997). Instructor, part-time, Modern Languages. B.A., California
State University; M.A., California State University-Northridge.
Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social
Academy, Groningen, Netherlands; M.S.W., University of Minnesota.
Kinney G. Misterek (1989). Instructor, part-time, Business Administration. B.S., M.B.A.,
University of South Dakota; M.B.T., University of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A.,
University of Tennessee.
M
J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa;
M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., The
Claremont Graduate School.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado, Denver; M.S., PA. Certification, University of Colorado
Health Science Center; Ph.D., Capella University.
Steven F! Lund (1982). Studio Artisflrombone, part-time, Music. B.S., University of
Minnesota.
Kyle M. Lundby (2000). Instructor, part-time, Education. B.A., University of Minnesota;
M.S., San Diego State University; Ph.D., University of Tennessee.
Dee A. Lundell (2001). Instructor, part-time, Education. B.A., St. Olaf College; M.A.,
Ph.D., University of Wisconsin-Madison.
Augsburg College Faculty 29
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Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A
M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia
Ekonomiczna, Krakow.
Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., M.A., Ph.D., University of Minnesota.
Curtis Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W.,
University of Minnesota; Ph.D., The Fielding Institute.
Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St.
Thomas.
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
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Celeste M. O'Brien (1975). Studio Artisfliano, part-time, Music. B.A., Hamline University
Susan E. O'Connor (1994). Associate Professor of Education. B.S., University of
Minnesota; M.S., Ph.D., Syracuse University.
Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of
Missouri; M.A., Ph.D., University of Minnesota.
Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S.
University of Wisconsin; Ph.D., University of Minnesota.
Vicki B. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A.
Augsburg College.
Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of
Wisconsin - Eau Claire; M.M., Eastman School of Music.
0
Susan K. Nash (1998). Assistant Professor of Nursing. B.S.N., M.S.N., Ed.D., University of
Minnesota.
Julie D. Naylor (2001). Instructor, part-time, Business Administration.
Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A.,
University of Minnesota.
Norma C. Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania;
M.A., Ph.D., Indiana University.
N
James B. Moen (1998). Assistant Professor of Computer Science. B.S., Ph.D., University of
Minnesota.
William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div.,
Calvin Seminary; Ph.D., University of Colorado.
William D. Morris (1987). Assistant Professor, part-time, Political Science. B.A., Oakland
University; Ph.D., Carnegie-Mellon University.
294 Augsburg College Faculty
-
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.
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22 1l Riverside Avenue
Minneapolis, MN 55454
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